Audience Analysis

COMMUNICATION AND DEVELOPMENT
DES218
Course Writers: Dr. Lateef Adekunle Adelakun

Dr. Hellen Ambassador-Brikins
Department of Mass Communication
National Open University of Nigeria
Course Editor: Prof. Lai Oso

Lagos State University, Ojo
© 2019 by NOUN Press
National Open University of Nigeria,
Headquarters,
University Village,
Plot 91, Cadastral Zone,
Nnamdi Azikiwe Expressway,
Jabi, Abuja.
Lagos Office
14/16 Ahmadu Bello Way,
Victoria Island, Lagos.
e-mail: [email protected]
URL: www.nou.edu.ng
DES218: COMMUNICATION AND DEVELOPMENT
MODULE 1: UNDERSTANDING COMMUNICATION AND DEVELOPMENT
Unit 1: Concepts of development and communication
Unit 2: Importance of Communication in Development
Unit 3: Paradigms Shift in Communication for Development
Unit 4: The Essence of Research in Communication Development
MODULE 2: AREAS OF CONCERN IN COMMUNICATION FOR

DEVELOPMENT
Unit 1: Communication for Educational Development
Unit 2: Communication for Health Development
Unit 3: Communication for Political Development
Unit 4: Communication for Internal Security, Environmental, and Technological

Development
MODULE 3: MEDIA AND DEVELOPMENT COMMUNICATION
Unit1: Interpersonal and Folk Media for Development Communication
Unit2: Print Media for Development Communication
Unit3: Broadcast Media for Development Communication
Unit4: New Media for Development Communication

MODULE1: UNDERSTANDING DEVELOPMENT COMMUNICATION
UNIT 1: THE CONCEPTS OF DEVELOPMENT AND COMMUNICATION
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1The Concept of Development
3.2 The Purpose of Development
3.3 Some Approaches to Development
3.4 Difference between Developed and Developing Countries
3.5 Communication for Development
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/ Further Readings
1.0 Introduction
This unit explains the concepts of development, communication and development
communication. It examines some major approaches to development and some
perspectives of development. It also examines some major differences between
developed nations and developing nations.
1.0 Objectives
At the end of this unit, you should be able to:
 explain the concept of development
 identify and explain some major approaches to development
 examine perspectives of development
 explain differences between developed nations and developing nations
 establish a relationship between development and communication
3.0 MAIN CONTENT
The Concept of Development
To develop means to grow, become advanced, to become elaborate, stronger and to be
complete. Something that develops makes progress, it changes; it could become
bigger and more successful.
Development involves gradual advancement and a series of changes that lead to

progress (Webster Dictionary) in the society. The process of development involves
degrees in maturation. Even though development may take place, it might not be
noticeable immediately. We notice that children grow and mature but we do not stand
by them and see the various parts of their bodies grow. We simply notice the growth.
Development involves the application of new ideas to practical problems to produce
positive change in the society.
Development has been a matter of concern. At the beginning of the second half of the
20th Century, international agenda began to focus on development and there came up
the nation that growth in the economy did not automatically lead to better quality of
life for members of the society, that it was important to determine and emphasise
specific policies that would direct resources and enable the various strata of the
society to develop socially and economically (Israel, 2018). Governments and
nongovernmental organisations then began to direct efforts towards societal change.
Development indicates the need and the means through which poor countries are
helped to attain better living standards. It includes, but is not limited to, economic
growth, human development, better health, better nutrition, education and a clean
environment. According to Akinfeleye, (2008) national development refers to the
process of social change within a society or nation. It involves national integration,
elite – mass integration, territorial integration and value integration. We have already
indicated that development may not necessarily be immediate; however, it is visible
and useful. It involves a change in quality and also creates conditions for that change.
3.2 The Purpose of Development
Why have you registered in NOUN as a student? Why do you study and work heard to
pass exams? Why do you want a university degree? Why do you keep seeking better
job opportunities? Ordinarily, whatever responses you give should be summed up to
mean that you want to live a better life. Yes, and there is nothing wrong in wanting to
live better. Again, there might even be something wrong with people who have no
desire to live a better life.
Generally, people want a lifting in life. They need and want better living standards
and better quality of life. People should have better or opportunities and earn better
income for their labour. People desire a change for the better. Development should
take place with no damage to the natural resources and the environment. Development
should positively affect populations, societies, nations, communities and then
individuals. Development increases people‟s standards of living. Development
involves change – change in practices and change in reasoning.
3.3 Some Approaches to Development

We shall examine some approaches to development. Over time, various scholars and
professionals have come up with their own definitions, descriptions and explanations
of “development”, depending on their field and the angle from which they consider it.
Amartya Sen, from his “capability approach” defined development as a “tool enabling
people to reach the highest level of their ability through granting freedom of action. i.e
freedom of economic, social and family actions, etc.” (Israel, 2018). In 1990, the
United Nations Development Programme (UNDP) used this approach as a basis for
the measurement of human development index (HDI). Martha Nussbaum developed
the “abilities approach” with a bias for gender issues, and emphasised the
empowerment women as a development tool. Jeffrey Sachs and Paul Collier based
their own explanation on mechanisms that hinder development in countries and which
make the people to remain in abject poverty for many years. According to them, some
poverty traps are civil wars, poverty itself and natural resources. Jeffery Sachs
emphasised the promotion of “sustainable development” which has to do with growth
and development for the purpose of raising people‟s living standards through relating
to the needs of environmental resources and future generations (Israel, 2018).
Major Approaches
Israel (2018) Identifies and explains three main approaches to development.
The Welfare Approach: The welfare approach is one of the earliest approaches to
development. It considers development a “public product”, basing its considerations
on factors such as education and health and other services that should be supplied to
the people by government and non-profit organisations. Money and activities are
mainly channelled towards supplying the people with welfare to reduce poverty and
enhance development. This approach does not pay attention to entities such as
political and economic relationships and conditions that hinder the people from taking
advantage of the assistance offered them.
The Rights Approach: This approach relates with human rights. It is based on the
reasoning that people should be empowered or reinforced to make them capable of
requesting development taking advantage of the assistance given them, on the one
hand; and on the other hand, government agencies should be strengthened to enable
them identify the people‟s needs (which are like rights) and satisfy those needs. The
government should provide services to the people transform the society and enable the
people to be self-sufficient.
The Sustainability Approach: This is also known as the self-sustaining development

approach. This approach began in the 1970s and it received impetus when the United
Nations (UN) published the Brundtland Report in 1987. The approach does something
differently by relating development to all the countries in the world and not limiting it
to developing countries. As testimonies about the influence of industrialisation and
modernisation grew, this resulted in the growth of the support for sustainable
development, which relates to the needs of both the present and future generations in a
way that reflects equality, and demands that the environmental influences of economic
growth be taken into the planning process. However, the demand for sustainable
development in developing countries is limited, as this kind of development requires
wider economic investment in long term processes which developing countries, on
principle, request that they be not required to do.
Views of Development
Perspective Views of Development
1 Neoliberalism This is a capitalist perspective. No development
action is needed except to have free markets. The
resulting perpetual economic growth will “trickle
down” so everyone benefits. Neoliberalists see
history as the result of individual rational actions.
2 Structuralism The state is in control- history is the result of
political and economic struggles. Development is
mostly the responsibility the state and aims for a
modern industrial society.
3 Interventionism This is a perspective that there are losers as well as
winners of capitalist progress. Development action
tries to help the “losers”. More recently, a concern
of the negative impacts of Capitalist growth on the
environment has been considered. In some cases,
intervention is to remove barriers to modernisation,
it others, it is to influence the direction of change.
4 People centred/alternative This is based on the belief that all humans can reach
their potential. Development involves empowering
groups and individuals to make their own choices.
Individuals and social movements are the agents of
change.
5 Post development This perspective argues that development is not a
good thing – in this view development agencies and
governments use” doing good” as an excuse to
maintain power and control.
Source: hubcymru.org/images/user/Hub%20What %20 is % 20 Developemt.pdf
It is important for us to note that development is not the same thing as aid. Aid is sent
for immediate relief and does not contribute to long term building or recovery. If for
example a disaster occurs, affected populations may receive aid such as food, drinks,
clothing, medicine, money, equipment and medical staff. Development is a more
complex process.
3.4 Difference between Developed and Developing Countries

The process of development has over time, received a lot of attention because of the
great difference between developed and developing countries. Try to imagine the
difference between Nigeria and America, for instance or the difference between
Nigeria and Great Britain. The United Nations Development Programme (UNDP)
provides an annual rating of countries‟ development according to its human
development index (HDI). This rating includes measurement of the citizens‟ access to
healthcare, educational attainment and living standards among others. (The Levin
Institute, 2016). Let us examine some differences between developed countries and
developing countries.
Developed Countries: Developed countries are those countries which are also termed
“advanced countries”, or “first world countries”. They are said to be developed in
terms of economy and industrialisation. These countries are generally, self-sufficient.
Examples are Australia, Canada, France, Germany, Great Britain, Italy, Japan,
Norway, Sweden, Switzerland and the United State of American. Living standards
here are high, healthcare is excellent, transportation, educational and communication
facilities are excellent; infrastructural facilities are advanced and there is advancement
in technology. Life‟s expectancy is high too.
Developing Countries: Developing countries have low living standards when

compared to other countries. When compared to other countries, they have an
underdeveloped industries base and are rated low on low human development index.
Developing countries are called lower developed countries and are categorised as
“third world countries”. Life is relative to developed countries, difficult in developing
countries, education is not taken seriously, transportation, communication and health
facilities are poor when compared to developed countries. Illiteracy rates are high and
the governments owe huge debts. Such countries depend on developed countries to
assists them with industrialisation. Birth rates and death rates are high and life
expectancy is low. Again, living conditions are poor, and rates of unemployment and
poverty are high. Many African countries fall into this category. Some other countries
are Sri Larika and Pakistan (https://www.gogoole weblight) Developing countries
keep struggling to achieve what the developed countries have long achieved.
Some Major Differences between Developed Countries and Developing Countries
Developed Countries Developing Countries
1 They are independent and They are facing the beginning of
prosperous. The rate of industrialisation; industrialisation is slow.
industrialisation is high and
effective.
2 They have high per capita income They have low per capita income.
(GDP).
3 Literacy rates are high. Illiteracy rates are high.
4. They have good infrastructure and Infrastructure and the environment are
better environment in terms of poor in terms of health and safety.
health and safety.
5 The people generally live Life is generally difficult for the people
comfortably. Living conditions and poverty rates are high. The people
are good. struggle to have the basic things of life.
6 Income distribution is equal. Income distribution is unequal.
7 They generate revenue from the They generate revenue from the service
industrial sector. sector.
8 Resources are managed Resources are not properly managed and
effectively and are efficiently efficiently utilised.
utilised.
9 Birth rates and death rates are Birth rates and death rates are high.
low.
10 They have a high human They have a low human development
development index, when index when compared to developed
compared to developing countries. countries.
Source: https//gogooleweblight.com
SELF ASSESSMENT EXCERISE

1. Give a brief explanation of development.
2. Identify one approach to development and explain it.
3. Give two perspectives of development.
4. Explain four major differences between developed countries and developing
countries.
3.5 Communication for Development
Human existence revolves around communication. Human beings communicate all the
time. Communication has to do with the transfer of information from one person or
group of persons to another. It involves expression of feelings, thoughts and ideas.
Human beings need to communicate. Even people who are deaf and dumb
communicate. The need to communicate is so important that isolation or solitary
confinement is regarded as severe punishment.
3.5.1 Elements of Communication

The originator of the communication content is known as the source. He puts his
thoughts or feelings together and expresses them. This is known as encoding; the
content of communication is known as the message. The message is sent by means of
a channel. The receiver of the message is the audience. The audience then interprets
the message to obtain meaning from it; this is the process of decoding the message. It
is important for the source of the message and the receiver to share meaning, for
communication to be effective. Communication involves action and reaction. When
the receiver responds to the message, the response is known as feedback. However,
communication could be hindered; certain factors could hinder the process in various
ways and for various reasons. A reader of this course material may not see the printed
matter clearly for certain reasons; one of which could be that he needs a pair of
reading glasses or the printed matter itself is feint and therefore not legible. He may
see clearly but may not understand the content due to his low literacy level and
inability to interpret what is written. He may be distracted by the happenings around
him; he could be distracted because he is worried about his finances. All hindrances
to effective communication constitute noise; barriers to effective communication are
known as noise. Communication could be oral, it could be written and it could take
place through non-verbal means. The context of communication is also important.
This refers to the environment and circumstance in which communication takes place.
3.5.2 Types of Communication

Communication takes place at different levels. The major types of communication of
communication are as follows.
a. Intrapersonal Communication: This takes place when a person sends and
receives the message himself. Thinking and reasoning within you is
intrapersonal communication.
b. Interpersonal Communication: This takes place all the time. It is usually
between two people. It involves person to person contact, and is usually face to
face.
c. Group Communication: This involves small groups of people sharing
information. You could form a discussion group, consisting of yourself and
three other people, in preparation for your examinations.
d. Non- Verbal Communication: Someone might ask you, “Where is Mr. X?” and
you simply turn away from that person, looking in the opposite direction. This
could mean that you do not want to speak to the person who has asked after
Mr. X. It could also mean that Mr. X can be found in the direction to which you
have turned. You would have sent information without speaking or writing.
e. Mass Communication: Mass communication involves communication with a
mass audience. The senders of the messages are relatively few. Examples are
broadcasters, news editors, reporters and writers. The receivers are a mass
audience who are anonymous and heterogeneous. Messages are sent through
specialised and sophisticated channels known as the mass media. Traditional
mass media channels are print media (such as newspapers, magazines, books)
and broadcast media (such as radio and television). However, in recent times,
various new media platforms powered by the Internet have become recognised
as mass media channels.
3.5.3 Development Communication

The central reasoning of development communication is that strategic communication
interventions should be used to produce social change. Development communication
refers to using communication to facilitate development in the society. The primary
purposes of include fulfilment of basic needs, social transformation and development.
J.F. Jamias articulated the philosophy of development communication, anchoring it on
three main ideas, namely purposive, value-laden and pragmatic; they have become the
philosophy that drives development communication. Nora Quebral, a pioneer in
development communication in Asia, expanded Jamias‟s philosophy and then referred
to development communication as, “The art and science of human communication
linked to a society‟s planned transformation from a state of poverty to one dynamic
socio-economic growth that makes for greater equality and the larger unfolding of
individual potentials” (Quebral, 2001). The main purpose of communication for
development is to facilitate the dialogue, horizontal communication, popular
participation and empowerment.
Relating notions from Harold Lasswell, Akinfeleye (2008) says said communication is
the most effective means of meeting many of the burning issues of the society. Man
has always needed something to watch over his environment and report to him the
dangers, discoveries, opportunities, opinion, facts, decisions, changes and current
trends, something to entertain people on a broad scale, something to broaden trade and
commerce (Lasswell, 1968).
Tracing the history of present day communication for development, Akinfeleye (2008)
relates that in primitive times, certain individuals were given the task to make known
current trends, discoveries, facts and opinions, and to entertain the people; thus
community watchmen, members of the tribal council, parents, educators, jesters and
bards were regarded as communicators. However, due to the expansion of the tasks
and sophistication, the tasks grew too large for those individuals to perform and then
communication systems took over the tasks because of their power of immediacy and
mars circulation.
The mass media is a product of opinion and it produces opinion too. Some theorists
believe the mass media have significant effects of the people with their persuasive
tendencies. Some believe the media have some effect. Some are of the view that the
mass media have little or no effect on the people. However, the mass media function
to inform people of what is happening around them and the opportunities available to
them. Again, Akinfeleye (2008) explains that the mass media should relay ideas and
information on development issues; they should present a representation of the society
in which they operate, they should be tools for attitude formation and attitude change.
“As tools of national development, the mass media should give representative and
unbiased and accurate picture of the goals, aspirations and socio-political foundation
of the society in which they operate”. They should relate the events that work to the
advantage of the society and present those that are to the disadvantage of the society.
They should be powerful tools for education and should serve as the “market place of
ideas” for the populace. The mass media can help bridge the knowledge gap between
government and the people (Akinfeleye 2008). Development is very important in any
society. Living a life of hardship when there is opportunity for better quality of life
makes life even more difficult. Communication is however, important to facilitating
positive change in any society.
According to UNICEF (2015), communication lies at the centre of sustainable

development. Communication for development (C4D) has to do with understanding
people, their beliefs and their values. It involves engaging communities to identify
problems, offering solutions and taking appropriate action. Development
communication involves a wide range of activities; examples of which are teaching
women how to exclusively breastfeed their babies; working with boys and men to
prevent domestic violence, persuading parents and families to send their daughters to
school, persuading parents to present their children for immunisation, disease
prevention, promotion of modern farm practices and getting parents to register the
birth of their children.
3.5.4 Some Communication Strategies for Sustainable Development

A mix of the following can be employed:
i. Social mobilisation: the process of bringing together all societal and personal
influences to raise awareness of and demand for development actions that
involves all the concerns actors
ii. Advocacy: the process of creating programs and services, developing
partnerships, and changing public policies, laws, and practices to facilitate
development
iii. Behaviour change Strategies: strategies that enhance participants' motivation
and adherence to development actions
iv. Social change strategies: a form of persuasion to internalised development
efforts. Application of economic, political, and moral power and institutions to
make people change attitudes, beliefs, behaviours, values
v. Information dissemination and education: focuses on collecting and distributing
information to educate people on development plan
vi. Social marketing: an approach used to develop activities aimed at changing or
maintaining people's behaviour for the benefit of individuals and society as a
whole.
vii. Communication for social change: involves the use of variety of
communication techniques to address inefficient systems, processes, or
reluctance to adopt or adapt to developmental change or plan
viii. Community participation: involvement of people in a community
developmental projects or actions to solve their own problems.
4.0 CONCLUSION
Development involves gradual progress and advancement of the society.
Communication should lead to the improvement of people‟s quality of life. Living in
hardship is unnecessary when there are opportunities to live life better.
5.0 SUMMARY
Development connotes progress, advancement, maturation, positive change among
populations, nations, societies, communities and individuals. There are various
approaches and perspectives to development, depending on the field of the scholars
and professionals examining it. Development takes place over time; but there are
great differences between developed countries and developing countries.
Development communication facilitates society‟s development. Change agents deploy
various means to communicate their messages to their target audience.
6.0 TUTOR-MARKED ASSIGNMENT

1. Give an explanation of the “development”.
2. Identify and explain two major approaches to development.
3. Examine three perspectives of development.
4. Explain five differences between developed nations and developing nations
5. Establish a relationship between development and communication.
7.0 REFERENCES
Akinfeleye, R. (2008). “Media Policy: Tool for National Development” In
Akinfeleye.(2008). (ed). Contemporary Issues in Mass Media for Development and
National Security. Lagos: Malthouse Press limited.
Collinsdictionary.com dictionary/English/develop (Accessed: 22/10/19)
Difference between Developed and Developing Countries. https://google
weblight.com.
Engel, F. (2015). Towards a Practical Economy of Communication in Development.
Nordicom Review 36 Special Issue. nordicom _reviw-
_36_2015_speical_issue_pp 11-24 pdf. Google Scholar
(Accessed:16/10/1819).
http://www.defintions.net/definition/development+communication
https://key difference. Com> differences. (Accessed: 21/10/2019).
https://www.definitions.net/definition/development+communication (Accessed:
16/10/2019).
https:www.definitions.net definition/developing +country (Accessed:16/10/2019).
Hub Cymru Africa. hubcymru.org/images/user/Hub%20 what%20 is % 20
Development.pdf
Israel, S. (2018). What is Development? https://www. sid-israel.org/en/Development-
Issues/What – is – development (Accessed: 18/10/2019).
Laswell, H. (1968). “The Structure and Functions of Communication in Society “. In
Schramm (ed). Mass Communication. Urbana: Illinois University of Illinois
Press.
Quebral, N.2001) “Development Communication in a Borderless World” Paper
presented at the National Conference Workshop on the Undergraduate
Development Communication Curriculum, “New Dimension, Bold Decisions”
Continuing Education Centre, UP LOS Barios, Dept of Science
Communication, College of Philippines, Los Banos. From wikipedia.
orgwiki/Development-communication #cite-note-4 (Accessed: 22/10/2019)
The Levin Institute (2016). The state University of New York. Globalisation
101.org/the divide-between-developed-and –developing-countries/ (Acc
18/10/2019)
Unicef (2015) Communication for Development.
https://www.unicef.org/cbsc/Accessed 21/10/19.
Webstar Dictionary https://www.definitions.net/definition/developmemt (Accessed:
21/10/2019).
wikipedia.orgwiki/Development-communication#cite-note-4
Wikitonary – https://www.definitions.net/definition/developmemt(Accessed:
21/10/2019).
UNIT 2: IMPORTANCE OF COMMUNICATION IN DEVELOPMENT
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Development Communication
3.2 Importance of Development Communication
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
This unit gives an explanation of reasons why development communication is
important.
2.0 OBJECTIVES
 explain the importance of development communication.
3.0 MAIN CONTENT

3.1 Development Communication
Recall that in Unit 1, we established the notion that the central reasoning of
development communication is that strategic communication interventions should be
used to produce social change. We also said that development communication refers
to using communication to facilitate development in the society. Change agents
disseminate information to bring about positive change in the society. Daramola
(2014:40) explains that the ultimate purpose of development communication is to
facilitate information exchange that will “engender the cultivation of new attitudes,
norms and values”. According to Anaeto & Solo- Anaeto (2010), in the context of
developing nations, development communication refers to planned communication to
eradicate or substantially reduce poverty, social inequality, unemployment and others.
However, stakeholders and beneficiaries of development programmes need to work
together to achieve success. Things ought not to be done haphazardly. Stake holders
should be well equipped to carry out their duties successfully. Both stakeholders and
beneficiaries are involved in the effort to achieve sustainable development.
3.2 Importance of Development Communication

Many African nations and other Third World countries are still grappling with issues
which developed countries overcame very many years ago. In some cases, problems
which should be tackled with very simple solutions just linger. Some reasons could be
ignorance, illiteracy, the lack of information or the lack of adequate information and
poverty. Let us examine some importance of development communication.
a. Provision of Information and Knowledge

Development communication provides information about the challenges in the
environment. Some children for instance, die from malnutrition but their parents who
do not know the cause of death to be malnutrition would blame witches and spirits for
their misfortune. However, with appropriate information, they would know that the
children have not been adequately nourished. Guinea worm, a parasite, and some
diseases troubled members of a particular community for many years due to the dirty
water they drank and washed with. They got water from the only river in the village.
A native of the village who later travelled to a developed country for studies returned
to inform the community that their challenges came from using dirty water from the
river, but many did not believe him. Those who did began to fetch water from the
community borehole he facilitated and became free from guinea worm and other water
borne diseases in the environment. Apart from obtaining information about
challenges, people need information and knowledge about the opportunities available
to them. Development communication is concerned with providing communities with
information with which they can improve their lives. It helps the people to respond
appropriately to available opportunities.
b. Human Empowerment
Communication is used as a human empowerment tool. It is used as a tool to
facilitate the participation of people in development activities. Even though
knowledge and information are essential for people to successfully respond to the
opportunities and challenges of social, economic and technological changes, to be
useful, knowledge and information must be effectively communicated to the people.
c. Making the Development Programmes Understood and Accepted

Development communicators through various organised means explain the
development process and programmes to the people in such a way that such
programmes find acceptance among those who should benefit from them. The people
are equipped to take advantage of the new ideas being offered them.
d. Strengthening the Decision Process

Development communication sharpens the people‟s appetite and desire for better
quality of life, and produces a change of attitude and behaviour, resulting in enhanced
quality of life.
e. Mobilising the People

Communication enables planners, when identifying and formulating development
programmes, to consult with the people in order to take into account their needs,
attitudes and traditional knowledge. Communication helps the beneficiaries of the
development programmes become the principal actors, to make the programmes
successful.
f. Building Consensus
Everyone in a society cannot reason the same way. While some people are working
towards a positive change, others would seem to counter their efforts. Human society
is so heterogeneous and varied that no single issue of public importance goes without
eliciting divergent views and arguments. Development projects, important as they are,
always generate different views and opinions in the society. While some members of a
community would be clamouring for a particular project, some others would reject it
out rightly and work to prevent it. Development cannot occur where there are
diverging opinions and perceptions on what development is. For a development
intervention to be relevant, the people must come together to articulate and prioritise
their problems, and collectively seek solution to them. To do this is to build consensus
among the people. Building consensus is the process that requires trust, transparency
and knowledge of the dynamics of human relationships. The people can then draw up
a development agenda and priorities. Without consensus building, development would
not be easy in any society.
g. Facilitating Intersectoral Collaboration

Noting that communication (knowledge and information) in itself does not lead to
development, Anaeto & Solo-Anaeto (2010) reveal that it is a mix of communication
and non-communication inputs that lead to development. For this reason, development
communication disseminates developmental messages to the people and also
facilitates linkages with government agencies, non-governmental organisations and
other organisations to provide an enabling environment for development to be
actualised.
4.0 CONCLUSION
Development cannot actually take place without communication, which in itself takes
place at different levels. For instance, change agents have to communicate with the
beneficiaries, government, non-governmental organisations and other agencies.
Beneficiaries of the development programmes have to communicate with one another
and agree that the projects are needed and would enhance their quality of life; a lot of
effort would need to be made at persuading the people to accept the opportunities
offered them.
5.0 SUMMARY
In this unit, we have examined development communication and its importance.
We identified provision of information and knowledge, serving as an empowerment
tool, making the development programmes understood and accepted, strengthening
the decision process, mobilising the people, building consensus and facilitating
intersectoral collaboration as some importance of development communication.

Identify and explain five importance of development communication.
7.0 REFERENCES
Anaeto, S.G. & Solo- Anaeto, M. (2010). Development Communication: Principles
and Practice. Ibadan: Stirling- Horden Publishers Limited.
Daramola, I. (2014). Community Media and Rural Journalism in Africa. Akure:
Adulawo Publishers.
Development Communication.downloads.nos.org/srsec335new/ch4.pdf
DevelopmentCommunication.downloads.nos.org/srsec335new/ch4.pdf
http://www.fao.org/3/t1815e/t1815e01.htm?&sa=U&ei=YIoPVPdui85ow8iCsAc&ve
d=0 CDwQFjAH&usg=AFQjCNEnzTnp6CzIwHG-_8pznmBpOmhz_g (Accessed:
26/10/2019)
https://steemit.com/steemeducation/@jannie/functions-of-communication-in-
development
SFunctions of Communication in Development
phttps://steemit.com/steemeducation/@jannie/functions-of-communication-in-
development
UNIT 3: PARADIGM SHIFT IN DEVELOPMENT COMMUNICATION
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 The Dominant Paradigm in Development Communication
3.2 Paradigm Shift in Development Communication
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
This unit discusses the dominant paradigm of development communication and the
emerging trends.
2.0 OBJECTIVES
 identify and explain the dominant paradigm in development communication
 identify and explain emerging paradigms in developing communication.
3.0 MAIN CONTENTS

3.1 The Concept of Dominant Paradigm towards Development
A paradigm is the way we regard something; it refers to a pattern, a model, a standard,
a set of ideas or an example that shows something. About the 1950s and 1960s, the
general thinking was that Third World countries would develop if socio-economic and
political theories and strategies applied in Western countries were also applied there.
The dominant paradigm of development considered development from the economic
and quantitative angle. A country‟s development was measured by indices such as per
capita income, gross national product (GNP) and high technology (Anaeto and Solo-
Anaeto, 2010). It was believed that Third World countries would develop rapidly if
adequate international financial and technological assistance were provided. In other
words, the development of the “under-developed countries would be externally
induced, since the theory assumes these countries lack the capacity and resources for
self-propelled development” (Oso, 2002 p. 7). This idea became popular and was
diffused globally and received attention by the Third World countries who were in
desperate need for assistance from the developed nations (Arowolo, 2017). Anaeto,
Onabajo and Osifeso (2008), citing Rogers (1976) explain that the dominant paradigm
conceived development, based on four essential elements, which are as follows.
1. Economic growth through industrialisation and accompanying urbanisation

was key to development.
2. The choice of technology was to be capital–intensive and labour extensive,
mainly imported from more developed nations.
3. In order to guide and speed up the process of development, planning should be
centralised and controlled by economists and bankers.
4. Underdevelopment was mainly due to problems within the developing nations
rather than their external relations with other countries.
Explaining further, Anaeto and Solo-Anaeto (2010) write that the reasoning then was
that developing nations had to become industrialised to achieve development; they
were to build steel mills, manufacturing industries and large factories, while according
low priority to agricultural development and other sectors. Since development was
considered in economic terms, it was thought that capital investments and savings
would enhance the countries‟ economic growth. Development then had to be planned
and executed by the national government. However, the national development plans
did not produce the envisaged development. Again, since development was regarded
in terms of the adoption of high technology to produce goods, developing nations had
to borrow huge sums of money, as the required technology was capital intensive.
Furthermore, appropriate social technology that would support the material

technology was not available. Developing countries then had to depend on advanced
countries, which then controlled their affairs. Since countries‟ development was
measured in quantitative and economic terms, the equality of development benefits
did not receive any consideration. The main index for measuring a nation‟s
development was per capita income. The dominant paradigm also known as
modernization theory stresses the role of ideas and the psychological disposition of the
people in the development countries. This is evident in the definition of development
offered by Rogers and Schoemaker. According to them:
... a type of social change in which new ideas are introduced
into a social system in order to produce higher per capital
income and levels of living through more modern production
methods and improved social organization (Rogers and
Schoemaker, 1971, p.11)
Also central to the modernization theory is dichotomy between traditional and modern
societies. Development was conceived as a linear process, moving from the traditional
to the modern, i.e. the western ideal type of society. In the words of Wilbert Moore
development is the
... total transformation of traditional or pre-modern societies
into the types of technology and associated social
organization that characterise the advance economically
prosperous and
politically stable nations of the western world.
Anaeto and Solo-Anaeto (20010) highlight new paradigms in development as:
Equality in the Distribution of Socio-Economic Benefits: This paradigm insists that

emphasis should be on the distribution of a country‟s socio-economic wealth; and the
country‟s development should not be measured by its GNP, as a country may have a
high GNP and yet have poor quality of life for its people. Development goals should
aim at closing up the gap between the rich and the poor, the urban dwellers and the
rural dwellers. Efforts should be towards ensuring that the rural people and the poor
live better quality of life.
The Use of Appropriate Technology

The people should not be made to abandon traditional and efficient ways of
production; rather, modern systems should be integrated into the traditional systems,
depending on needs, resources and the physical environment. Also, use of technology
should be combined with labour as full adoption of technology will lead to high rates
of unemployment, due to high population.
Popular Participation and Self- Reliance in Development and Planning: Self-

development planning and execution should be pursued. Communities should be
involved in the planning and execution of development initiatives. Rather than have
development ideas imposed on them, they should be involved in the process.
Internal and External Causes of Development: Even though the dominant paradigm
posits that the causes of underdevelopment in Third World countries were mainly
internal factors, new positions contend that underdevelopment is caused by both
internal and external factors. For instance, by reasons of loans, debts and aid,
developing countries still have to depend very much on advanced countries.
3.3.1 Dominant Communication Paradigm

The Dominant Development Communication Paradigm is a subset of the all-powerful
media effect model and modernisation paradigm. Mass media were considered as the
major influential factor in behavioural developmental change. The persuasive power
of the mass media was overestimated such that it was believed that mass media can
trigger immediate impulses in the audience attitudes and behaviours when it fires
bullet of messages. Such paradigm of all-powerful media was emphasised in Magic-
Bullet theory, which is a metaphor of Hypodermic-Needle theory. Thus, the mass
media were at the centre of communication initiatives that relied heavily on the
traditional vertical one-way model: Sender-Message-Channel-Receiver (SMCR).
The argument that if mass media development communication strategy could be

effectively planned, implemented, and diffused, the development objectives would be
surely achieved was considered inconsistent with the reality. The reality is that it is
not only media persuasive communication effort that influences the complex
characteristics of the heterogeneous audience; media power to drive change is limited
by other variables. Such is the reason why the dominant paradigm of all-powerful
media has been substituted with alternative paradigm.
Source: Oyero O. (2012). Development Communication and Broadcasting (MAC341)
3.2 Paradigm Shift in Development Communication (The Alternative Paradigm)

A paradigm shift refers to a fundamental change that occurs when a new way replaces
the usual way of thinking. We have examined some major angles from which
development was perceived. The dominant paradigm was, after a lot of analysis,
found not to be helpful towards the development of Third World countries hence the
need for alternative paradigm.
The failure of the dominant paradigm led many scholars and development policy
makers and practitioners to a change in thinking about development. For instance,
Rogers by 1976 wrote about the „passing‟ of the dominant paradigm. A new paradigm
was emerging. By then Rogers defined development as
… a wide participatory process of social change in society,

intended to bring about both social and material advancement
(including greater equality, freedom and other related
qualities) for the majority of the people through other gaining
greater control over their environment (Rogers, 1976, p.225)
The alternative paradigm emphasises not only material development but also the
development of values and cultures. Where development communication
interventions are concerned, it emphasises the small media operating in networks
and the use of grassroots communication approaches. According to this
paradigm, grassroots participation reinforces the chances that communities will
adopt activities appropriate for them. This participatory paradigm involves the people
in the development-communication towards addressing what they consider obstacle to
development in their locality.
4.0 CONCLUSION
Development communication efforts are programmed to dissemination information
and provide knowledge, based on the angle from which development is considered, as
communication will not take place in a vacuum, it has to take place within a context.
5.0 SUMMARY
In this unit, we have examined the dominant paradigm of development and the effort
to communicate within that context. We have also examined newer positions that
came up to counter the dominant paradigm.

1. Identify and explain the dominant paradigm in development communication.
2. Identify and explain emerging paradigms in developing communication.
7.0 REFERENCES
Anaeto, S. G. Onabajo, O.S, & Osifeso, J.B (2008). Models and Theories of
Communication. Maryland: African Renaissance Books Incorporated.
Arowolo, S.O. (2017). “Paradigm Shifts in Development Communication”
file:///C:/Documents%20and%20settings/hpMy%20Documents/Downloads/Pa
radigmShiftsinDevelopmentCommunication.pdf (Accessed:26/10/2019).
Moore, W (1963) Social Change, Englewood, Cliffs, New Jersey, Prentice Hall.
Oso, L (2002) Theories of development and the democratisation of Communication
and Development; A Reader, Abeokuta, Jedidah Publishers.
Oyero O. (2012). Development Communication and Broadcasting (MAC341).
Course Material of the National Open University of Nigeria, Lagos
Rogers, E & Schomaker (1971) Communication of Innovation: A Cross-cultural
Approach. New York, Free Press
Rogers, E (1976) Communication and Development: The Passing of the Dominant
Paradigm, Communication Research.
https://www.vocabulary.com.para (Accessed:28/10/2019)
https://www.ldoceonline.com>para (Accessed:28/10/2019)
(https://www.merriam-webster.com>)(Accessed:28/10/2019)
(https://www.vocabulary.com.para; https://www.ldoceonline.com>para).
(https://www.merriam-webster.com>)
UNIT 4: PLANNING DEVELOPMENT COMMUNICATION
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Why Plan Development Communication?
3.2 The Role of Research in Development Communication
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
Recall that in Unit 3 we considered the dominant paradigm and the emerging
paradigms of development and the communication efforts geared towards executing
them. Communication for development requires planning and research. In this unit,
we will examine planning and research in development communication.
2.0 OBJECTIVES
 give reasons why development communication efforts should be planned
 explain the role of research in development communication.
3.0 MAIN CONTENT

3.1 Why Plan Development Communication?
Planning refers to the way we organise our actions to ensure we fulfil our goals.
Communication efforts should be planned and not carried out haphazardly. A
communication plan is essential as it is more or less the road map for getting your
message delivered to your audience. Not only will it help you to send your message
effectively, it will help ensure your results are measurable. We must remember that
communication is not a separate event; it should be integrated with and complement
the development programme's structures and resources. Let us look at some reasons
for planning development communication.
1. You will be clear about your purpose and know how to achieve it.
2. Your audience will be defined.
3. Planning will raise awareness about the project.
4. Planning will help give the message a focus and ensure it reaches the target
audience.
5. Since you can actually disseminate your messages through a variety of means,
planning will help you determine the activities to concentrate on.
6. Planning will make the communication efforts efficient and effective.
7. The work will be easier than it would have been without planning.
8. Planning will reveal the resources you will need to execute the programme.
9. With planning, you will be able to assess your efforts and determine its success and
weakness.
10. Team leaders will be able to effectively apportion duties to other stakeholders in a
workable manner.
3.2 The Roles of Research in Development Communication
It is very important to conduct research before designing a communication

programme. Research is a fact-finding exercise (Asemah, Nkwam-Uwaoma and
Tsegyu (2017), It is a systematic investigation or inquiry into a specified matter
(Anaeto, & Solo- Anaeto, (2010).
Purposes of Research
1. Research will enable obtain enough and reliable data about the situation so as to
know how to act (Asemah, Nkwam-Uwaoma and Tsegyu (2017).
2. It provides the information with which to plan and implement the development
programme. (Anaeto, & Solo- Anaeto, (2010).
3. Research will establish facts.
4. It will confirm or refute opinions and assumptions.
5. It will reveal causes of problems within the community.
6. Carrying out research could bring about inventions and discoveries.
7. Research will lead to your taking decisions appropriately.
8. Research provides explanation to phenomena, examples of which could be the

attitudes, behaviour and practices of the target audience.
9. Knowledge gained in research could be useful in building theory.
Some Areas of Research in Development Communication
Some areas of research in development communication are needs analysis/assessment;

audience research; formative programme research utilising feedback systems; impact
assessment and community studies Kandakai (1987); decision making and strategy
development; implementation(Asemah, Nkwam-Uwaoma and Tsegyu (2017).
Let us examine some stages of research necessary for effective development

communication programmes as outlined by Anaeto and Solo- Anaeto (2010),
Asemah, Nkwam-Uwaoma and Tsegyu (2017
Needs Assessment: This has to do with finding out what the priorities are. It could be
done through field surveys, interviewing specialists, determining and assessing media
available to the target audience.
Message Analysis: Messages should be analysed to ensure they are clear and simple
and steady across all kinds of communications.
Audience Analysis: This has to do with gathering and analysing information about the
receivers of oral, written, or visual communication. Details such as who they are, their
gender, their ages, occupations, levels of education, their knowledge of the
development programme and their expectation from the programme, should be
determined.
Channel Analysis: The various channels through which the messages will be
delivered to the audience should be analysed to ensure they are appropriate. Examples
of such channels are posters, radio spots, television spots, radio drama, flip charts,
handbooks and pamphlets.
Decision Making and Strategy Development: At this stage, the development

objectives will be prioritised and the most important ones identified. The combination
of media channels will be determined and the various methods to be used will be
selected.
Implementation: An action plan will then be drawn. Samples of media materials will
be produced, tested and refined. Field staff will be trained and the campaign will
commence and be monitored.
Evaluation: Field evaluations will be carried out strategically to determine what

changes should be made and at what point.
4.0 CONCLUSION
In as much as development communication efforts largely depend on the

development programme, communication efforts should be well planned, along
with appropriate research.
7.0 SUMMARY
Development communication should be planned for such reasons as raising awareness
about the project, making the effort efficient and effective, helping to define the
audience and making the entire effort relatively easy. Research offers many
advantages, such as establishing facts, confirming or refuting assumptions and
opinions, revealing problems, providing an explanation of phenomena and helping to
build theory. Some areas of research in development communication are needs
assessment, message analysis, audience analysis, channel analysis, decision making
and strategy development implementation and evaluation.
1. Explain what planning means.
2. Give six reasons for planning development communication.
3. State seven purposes of research in development communication.
4. Identify and explain four areas of research in development communication.
9.0 REFERENCES/FURTHER READINGS

Asemah, E.S., Nkwam-Uwaoma, A.O. & S. Tsegyu (2017). Community Media for
Rural Development Communication: Principle, Theories and Practice. Jos:
University of Jos Press.
Community Tool Box.https://ctb.ku.edu/en/table-of-contents/participation/promoting-
interest/communication-plan/main (Accessed: 30/10/2019).
Dianova, Y. (2017). 6 Steps to Creating an Effective Communication Plan

https://www.axiapr.com/blog/6-steps-to-creating-an-effective-communication-
plan(Accessed:30/10/2019).
Importance of Communications
Research.ukessays.com/essays/communications/importance-communication-
research-3106.php (Accessed:1/11/2019).
Kandakai, D.E.S. (1987). “The Role of Research in Development Communication at
the
Liberian Rural Communications Network”. Africa Media Review Vol. 3 No. 1.
1988. African Council on Communication Education.
https://pdfs.semanticscholar.org/efb2/ffdf0eef203daebb4812fd3e6908e8fda522
(Accessed:30/10/2019).
.
MODLE 2
AREAS OF CONCERN IN COMMUNICATION FOR DEVELOPMENT
Unit 1: Communication for Educational Development
Unit 2: Communication for Health Development
Unit 3: Communication for Political Development
Unit 4: Communication for Social Security and Technological Development
UNIT ONE: COMMUNICATION FOR EDUCATIONAL DEVELOPMENT
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Media roles in educational development
3.2 Educational policies and the new media
3.3 Edutainment and infotainment
4.0 Summary and conclusion
6.0 References/Further Reading
1.0 INTRODUCTION
Media influence in education cut across all levels and standards as well as forms.
From preparatory school to tertiary education, media-aid educational activities
characterised the curriculum and programmes. It also adds value to self-learning or
self-study. The intervention of the media most especially new media in education has
eased the task of the teachers thereby yielding developmental change in education in
term of academic performance as well as employability and productivity of the
lettered and the artisans. One good thing about media involvement in development
education is that it extends the educational aids to non-formal form of education.
2.0 LEARNING OBJECTIVES
At the end of this unit, you should be able to understand:
2.1 The contribution of the media to educational development
2.2 Digital media and the changing face of education
2.3 Importance of digital media in educational development
3.0 MAIN CONTENT

3.1 Media roles in educational development
Mass media is a partner in progress in education system. There are direct and indirect
influences of the media in the promotion of education. These influences manifest in
the roles that media play at every stage and form of educational development: such
roles are:
a. Direct Teaching role: This is the recent most significant media role in
education. Emergence of the new media has given the media the opportunity of
direct teaching. For instance, there are series of educational classes on
YouTube, which enhance self-learning. Teleconferencing is another media-aid
direct learning. With this form of media-aid learning, media has transported
learning beyond the four walls of the classroom. This form of media education
has given birth to online degree programmes in which students‟ interaction
with the educators is moderated or defined by the media.
b. Indirect teaching role: media organised event that are educational for students
to enhance learning modes. Programmes like interschool debates, quiz
competitions, technological project initiatives, and other learning-induced
programmes are organised for the participating schools and students as well as
other students, who fall in the category of audience.
c. Teaching-aid roles: Media provide enabling environment for education to
thrive by digitising some learning-aid tools for students. Pupils are taught with
visual and video-aid software games that do not only entertain but also educate
them. These learning aids, unlike the abstract nature of the classroom teaching,
engage students in a do-it-yourself method that enhances retention.
d. Advocacy: the media make known to the public and the stakeholders the
education policies that are designed for developmental purpose. Through
straight news as well as public affair programmes, issues concerning
educational development are reported, discussed, and evaluated by the media.
e. Integration: Media coordinate all leaning activities and process them for
virtual and e-leaning exercise. Learning activities such as e-class, online
library, online research, and e-learning are process and packaged on new media
platforms to augment traditional interactive class.
3.2 Digital media and the changing face of education

Learning environment has been drastically influenced by the integration of digital
media into information society. Students are no more waiting for the teachers to
impact knowledge; they are always almost ahead of the information. The era of
teachers‟ dominance in the class is fading away and collaborative learning is now the
alternative paradigm. Online learning contents have given everyone liberty to study at
his or her own pace or in a group interactive system (Barnard-Brak, Paton, & Lan,
2010).
Media has made education accessible to all as formality in education that system
caged learning to the school environment is unbundled. The yearning for continuous,
lifelong and vocational learning by the out-of-school category has also made self-
study or group-study media platforms a much welcome development. Internet has
bred various e-platforms for learning purposes such as:
a. E-library: The same way online and social media trail the market share
(audience) of the traditional conventional media, so also e-library is either
substituting or complementing bookshelves in the physical library system. E-
library simply refers to online access to information and electronic versions of
learning contents (Jeong, 2011). It is also regarded as digital library, virtual
library, online library, universal library and future library (Blessing & Daura,
2009). E-library has been instrumental to information literacy and vice versa.
You must be information literate to be able to use e-library effectively. You
must be informed through which cite or link you can get what, when, and how
credible. In Nigeria the adoption of e-library innovation is still on a snail pace
as access to internet connectivity questionable and the level of information
literacy is discouraging.
b. E-classroom: interest in multimedia elements of learning via internet makes
online classes such as learning group, chart group, virtual group and digital
learning group common learning settings where teachers and students interact.
E-classroom is learner-centred rather than teacher-centred approach of the
traditional class setting. Online class extend the boundary of learning beyond
the four walls of the traditional classroom; internet connectivity is the basic
requirement for effective participation and actualization of learning objectives
(Relan & Gillani, 1997).
c. E-learning: E-learning is synonymous with e-class or online class. It is an
online forum where learners and teacher meet to share knowledge.
d. E-workshop and E-conference: academic and research gatherings do no
longer require physical presence of the participants. Active participation in
academic or research exercise can be carried out within the four wall of your
room, courtesy of internet presence. Research papers, speeches, and address
can be presented to actual or virtual participants
3.3 Importance of digital media in educational development

Digital media use for education purposes is making a steady progress as many
educators and learners are moving away from digital-immigrant generation to digital-
native cycle. As the society is adopting digital media use, the following becomes the
ripples benefits to education system:
a. Information becomes knowledge which can easily be applied on every issue;
and knowledge becomes information-based.
b. Learning becomes routing engagement; boundless, timeless, classless, faceless,
ageless, and self-driven.
c. Everyone becomes the originator and recipient of knowledge.
d. Learning and knowledge acquisition becomes horizontally transmitted rather
than the vertical (top-down or master-servant) approach of traditional
classroom setting in which the tutor knows it all and the learners are passive
consumers. The interactivity option emanating from digital and information
literacy gives all participants opportunity to contribute meaningfully to the
learning contents.
4.0 CONCLUSION
Media roles in educational development are notable in both the educators and the
learners. Besides the fact that it lessens the burden on the educators, it has made
learning experience a memorable one for the learners. The era of abstract mode of
tutoring is been replaced by the digital media interactive learning. In all disciplines,
digital media has made learning practical, interactive, interesting, and achievable
(Adelakun, 2018). History teacher needs not put the student on imagination mode on
how colourful the Nigerian 1960 independent was when he or she can easily
download a documentary of the independent ceremony on YouTube and allow the
students to feel the reality. Similarly, medical students can access further practical
such surgery and the step-by-step guide on YouTube and other new media platforms.
The same goes for other disciplines; making learning a self-pace motivation rather
than rigid learning of the traditional school system.
5.0 SUMMARY
Media roles in educational development are notable in both the educators and the
learners. Besides the fact that it lessens the burden on the educators, it has made
learning experience a memorable one for the learners.
TUTOR MARKED ASSIGNMENTS

1. Describe the relevance of digital media in your learning experience.
2. In what ways do you think mass media are involved in educational
development?
6.0 REFERENCES
Adelakun, L. A. (2018). Trends in Using Social Media as Substitute for Class
Interaction in Open & Distance Learning (Odl) Education in Nigeria.
International Journal of Pedagogy, Policy and ICT in Education, 6(1), 33-42.
Barnard-Brak, L., Paton, V. O., & Lan, W. Y. (2010). Profiles in self-regulated
learning in the online learning environment. The International Review of
Research in Open and Distributed Learning, 11(1), 61-80.
Blessing, A., & Daura, U. D. (2009). Effects of information literacy skills on the use
of e-library resources among students of the University of Ilorin, Kwara State,
Nigeria. Library philosophy and practice, 1.
Jeong, H. (2011). An investigation of user perceptions and behavioral intentions
towards the e-library. Library Collections, Acquisitions, and Technical
Services, 35(2-3), 45-60.
Relan, A., & Gillani, B. B. (1997). Web-based instruction and the traditional
classroom: Similarities and differences. Web-based instruction, 62, 41-46.
UNIT TWO: COMMUNICATION FOR HEALTH DEVELOPMENT
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 The role of communication in health care delivery
3.2 Pattern and component of development health communication
3.3 Effect of health communication gap on health development
3.4 Information management in health sector
3.5 Development health communication plan and processes
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
Development starts from change. The role of communication in health development is
apparent in its persuasive capacity towards behavioural change, health decision and
action. One of the major areas of developmental concerns in the third world countries
today is health communication. Communicating health crises, health breakthroughs,
health policies and health-support cares require formats or certain level of
professionalism to achieve the set objectives. Much of issues on health crises result
from break down in health communication system. Right from primary health care
system to issues of health emergency, information and effective communication
remains the hub that gingers actions and reactions. It is therefore necessary to examine
how communication influence healthcare system in the developing countries such as
Nigeria and how the changes in health communication formats and patterns tell on the
relationship between the healthcare managers and their clients (the publics).

2.2 Pattern and component of health communication
2.5 Health communication plan and processes
3.0 MAIN CONTENT

Health information and communication is as important as health care delivery. The
state of public health and the media roles towards creating health awareness and
involvement in persuasive health campaigns has been a focus of researches (Adelakun
& Adnan, 2017). Though vary in proportion from one region to the other, the study of
development health communication is gaining more momentum due to incessant
emergence of health issues of international concern. At every stage and level of
healthcare, effective communication propels the benefits, viability and potency of
health policies. On the other hand, breakdown in health communication results in
health crises, long-run and short-run health challenges and in some cases, health
epidemics that gulp huge some of the state budget.
Examples abound in Nigeria concerning successful development health

communication. Studies (Adelakun, 2018) have traced the early containment of Ebola
outbreak in Nigeria in 2014/15 partly to effective communication and information
dissemination within and outside Nigeria. On the other hand, inappropriate
information and communication pattern did more damages than good to the
application of polio vaccine in the northern part of Nigeria when it was first
introduced. Epidemics, such as cholera, HIV/AIDs and others could have been nailed
in the bud if communication towards its eradication, control or prevention was
effectively planned based on empirical analysis of the issues surrounding its
implementation. These samples justify the essence of communication in healthcare
delivery. Some of the roles of communication health are:
a. Awareness Creation: At every level of communication (interpersonal, group

or mass), effective communication enhances health care delivery. The first and
most important role of communication in health sector is awareness creation.
The need to ensure an informed society turns everyone to health expert. The
publics must not only be well informed of development health policies but also
be involved in the implementation so as to avoid misconception, suspicions,
and sabotage. The public also need to be informed of the health crises or
challenges facing the community, the preventive measures, practical control
means as well as how to relate or help the victims. It is also necessary to update
people on new health discoveries, success recorded, health warning, and the
current trends concerning health issues of public interest. How much
information do the public have about polio, female genital mutilation, cholera,
diabetes, malnutrition, balance diet, exclusive breastfeeding, and other issues of
health concern? Health campaign can keep the public abreast of the
information and interpersonal engagement will complete the task.
b. Behavioural change: Most development health communications are
persuasive in nature. Health is one of the basic needs of the people and it also
influences the work force of a society. A healthy society is favoured with a
commendable workforce and such results in a robust economy. The
persuasiveness of the development health communication always contends with
the public reluctance to change. Different socio-cultural traits, religious values,
as well as environmental and peer influences have immeasurable impact on the
formation of public views, perceptions, attitudes and behaviours towards some
health issues, policies and challenges (Thomas, Fine, & Ibrahim, 2004). Any
alternative development healthcare that is being promoted may be perceived as
aberration from the religious perspective or what the public consider as the
norm. Sometimes, change may come easily if it originates from the concerned
people or their opinion leaders. The power of persuasion in most cases depend
on how much the concern people are involved in the communication for
development heath objectives or targets.
c. Motivation: Another role of development health communication is
stimulation. Effective development health communication does not only prove
its potency in behavioural change but also spurs people into action. If people
are convinced that exclusive breastfeeding is the best form of childcare as
emphasised in the development communication messages, and the proportion
of nursing mothers implementing such is not commensurate with the target,
then the motivation function of the development health communication is
deficient.
d. Integration and reinforcement: Development health communication forms
the basis to propel others. For instance, a message on the danger of self-
medication during HIV/AIDs campaign could have prepared the mind of the
audience on the danger of self-medication in other emerging health hazards.
The later may also reinforce the formal such that the level of influence
expected of the development messages is surpassed.
e. Education role: Development health communication analyses health policies,
or challenges in a way that even the illiterate will understand. One of the
development messages to develop is health message. Medial language is
distinct from common terms. Medical practitioners use medical terminologies
that are alien to the common man and which are most often difficult to express
in the language or term that the recipients understand. Learning take place
when development health communication ensures a commendable public
knowledge about a health related issues.
f. Persuasion: Some development health communication or messages can be
likened to advertising or commercial messages. The primary purpose of every
advertisement is to persuade the intending customer or client to buy or to
patronise. Similarly, development health communication focuses on how the
recipients are convinced to consider and adopt a new course of action. As
discussed earlier, it is unlikely that people will be persuaded in any
development communication they are not involved. McKee, Manoncourt,
Yoon, and Carnegie (2008) agree that persuasive communication must involve
people to induce behavioural change.
3.2 Components of Development Health Communication

There are seven major components upon which the developmental health
communication reposes. Each of the components, according to (Mefalopulos (2008),
constitutes an element in the development health communication plan.
a. Development Health Communication Objective: The foremost of the
component of the development health communication is stating the objective of
the campaign. Every action initiated is as a result of certain goals. The
objective of the development health communication may be to ensure a polio-
free community or the need to educate the public on how to adapt and adopt
some precautionary measure to a particular health issue. Based on the set
objectives, every development health communication is evaluated by how
much of the objectives is achieved. For instance, if a developmental health
communication focuses on the benefits of National Health Insurance Scheme
(NHIS), the number of people that subscribe to the scheme may be used to
measure whether the objective of the communication is achieved or not.
b. Audience or the stakeholders Analysis: Development health communication
revolves round the audience. The characteristics of the group that constitutes
the audience determine the message structure in order to reduce waste
exposure. This goes in line with the pattern of message design to achieve the
developmental objective in the health sector. People‟s orientation concerning a
healthy issue determines the perspective from which it could be addressed or
redressed. This is the why people must be involved in whatever measure or
policy to be adopted to make any change in their present state of health. They
must be made to see an issue as a health challenge or development health
opportunity that will benefit them. Then, the process to implement such policy
or to address the issue must be from what they support as measures
(Mefalopulos, 2008).
c. Activities and approaches: Activities and approaches to development health
communication vary from a health issue to another. Sometimes, the audience
involved determines the appropriate approach to be adopted. For some health
issues, meetings or face-to-face discussions ensure mutual understanding
between healthcare workers and the target audience. While in some others, the
opinion leaders must act as intermediaries most especially on health issues that
are weaved around religious or cultural sentiment (Waisbord, 2018).
d. Recourses Needed: In some cases of development health communication,
medical expert or communication expert are needed to pass the message across
directly to the recipients such that the efficiency is maximised. In some other
cases, trainers can be used to facilitate the health development communication
exercise especially if it involves counselling or vaccination. All avenues must
be explored to ensure that the recipients are reached if the exercise focuses on
rural dwellers. In whatever form, human and material resources must be
evaluated fit for the communication exercise to meet the set objective.
e. The party responsible: Who is behind the implementation of a development
health communication? The action promoters can be an individual
philanthropist, health workers, Non-governmental organisations, institutions,
and governments. The importance of healthcare and the need for a healthy
society is one of the motives why different bodies are involved in development
health communication. Besides, outbreaks of health related crises know no
bound and therefore can cause havoc to humanity. It is as a result that in most
cases, different groups and institution are responsible for the promotion of
development health communication.
f. Duration: Every development health communication is time-bound. Some are
short term to combat a one-time health challenges or to reinforce existing
development health communications. An example of this is development
communication campaign for Ebola outbreak in 2014 in Nigeria. The
development communication lasted for the period of the outbreak and a little
time beyond. If a health communication campaign still last after a health
challenge has been overcome or a one-time health innovation achievement, it is
likely to constitute waste exposure or information overload, likely to result in
misplace of priority. Long term development health communication lasted till
the objectives of the exercise are achieved. Examples of this form of
development health communication are the campaigns implementation and
monitoring of HIV/AIDs, counselling on child spacing or family planning,
training on self-examination of breast cancer, calculation of menstrual cycles
and ovulation period, environmental sanitation, and information alert and
sharing of medicinal herbs and plants as well as others have long history.
g. Evaluation: The last component of the development health communication is
to measure the proportion of the target objective that the exercise is able to
achieve. The evaluation sometimes may not be specific or quantifiable
especially in a situation where other influential factors beyond development
health communication influence the outcome. For instance, it is difficult to
measure the percentage contribution of the health campaign to the early
containment of 2014 Ebola outbreak in Nigeria. Long term development health
communications are evaluated to either intensify the communication effort or
to sustain the developmental change in the target beneficiaries.
3.3 Models of Development Health Communication Plan

There two major planning models of development health communication. The first is
ACADA model while second is „P‟ Process. ACADA model was derived from the use
of triple „A‟ planning cycle (Assessment, Analysis and Action). The acronym stands
for: (Assessment, Communication, Analysis, Design, and Actions)
The model discusses the relationship among each segment of the planning as below:
P-Process model was developed in 1982. It is a framework designed to guide

communication professionals as they develop strategic communication programs.
The P-Process is used to develop communication programmes addressing a
wide range of topics such as encouraging safer sexual behaviour to prevent
HIV transmission, promoting child survival, reducing maternal mortality,
increasing contraceptive prevalence, preventing infectious diseases, or promoting
environmental health.
Development health communication planning according to Schiavo (2013) is a

research-driven exercise. Many health communication approaches are not planned;
most health communicators adopt emergency communication approach to salvage the
need occurrence. Most often, this complicates the health challenges rather than
resolving the issues concern. The reason is lack of understanding the essential steps of
a health communication process and how to design communication interventions plan
that match the development health communication objective in focus. A good health
communication plan according to Schiavo (2013, p. 217):
a. Advance its mission
b. Involve others in a health issue and its solutions
c. Expand the reach and implementation of its ideas, recommended behaviours,
and practices
d. Ultimately support health behaviour change
e. Provide further knowledge on the health issue being addressed and key factors
influencing its potential solutions.
f. Develop a clear understanding of key audiences‟ characteristics, culture,
preferences, needs, lifestyle, and behaviour.
g. Engage key audiences and stakeholders in the design and implementation of
the health communication intervention.
h. Become clear about what the program is asking key audiences to do and
whether the proposed change is feasible.
i. Evaluate the strengths, weaknesses, and cost-effectiveness of different
approaches that can be used to support change.
j. Set communication priorities.
k. Select potential partners.
l. Evaluate the organization‟s internal capability and resources to address the
health issue.
m. Develop culturally appropriate tools and activities.
n. Define program time lines, roles, and responsibilities, as well as budget
parameters.
o. Establish evaluation parameters designed to facilitate program assessment.

It is not in all development health communication that success is recorded. Failure
sometimes occurs and that is why evaluation of development communication activities
is compelling as part of the exercise. Communication gap occurs when:
a. the recipient interpretation of health messages differ from what is intended by
the promoter of the health communication plan. The polio vaccination was
onetime considered as a Western plan to reduce the population of Africa and
therefore met with some resistance.
b. the credibility of the communication source is doubtful and the communication
plan falls flat of the intending objectives of the exercise.
c. the development health communication plan does not involve the people for
which the plan is made.
d. the communication exercise is not persuasive in nature to arouse or appeal to
the reasoning of the target group.
e. the channel does not reach the target group
f. the communication is belated and the concern health issue has escalated
beyond immediate redemption
g. the communication is instructive rather than interactional
Effects of the gaps enumerated above on development health system are apparent
most especially when such development health communication is not reinforced with
a follow-up plan. The effect could be in form of:
a. resistance to developmental change
b. breakdown in health system
c. wrong measure towards health challenges
d. unnecessary fear of health crises
e. ignorance of healthcare opportunities and safety
f. Openness to health risk

Health information unlike other forms of information is very sensitive. Its sensitivity
lies in the effects that are likely to manifest if it is not properly disseminated or
managed. It is not everybody that can give health information but the professional
health workers or some expert in related disciplines. For instance, how do you think it
is easy for a medical expert coming out from the theatre to break the news to a woman
in her 60th that her only child did not survive the operation? The likely consequence if
the information is not well managed is that the mother may also join the child or at
least suffer some psychological depression. Or, how can a woman who had peddled
allegation of witchcraft on her mother-in-law for losing three children ignorantly to
sickle cell be convinced to surrender to medical counselling. Health related issues
sometime require interpersonal engagement and mutual reasoning. General health
information may be misconstrued by some of the target recipients, who are not within
the cycle of reasoning with others. Therefore, managing development health
information entails:
a. Understanding the recipient; their mood, interest, level of reasoning, and the
environmental influence on them
b. Knowing when it is appropriate to communicate development health issues
c. Conducting research to know what you don‟t know, what you are not sure of,
or what the recipient don‟t know about health issues. Assumption does more
harm.
d. Involving the recipient in searching for solution to health issues
e. Keeping medical ethics (Not divulging information about personal health
challenges except it is of public interest or for public good)
Part of managing development health communication is to ensure effective

communication of innovation and breakthrough in health sector. Tension died down a
bit in 2015 when Federal Ministry of Health confirmed the information on social and
online media concerning the discovery of the drug that cure Ebola haemorrhage.
4.0 CONCLUSION
Effective health communication should be an interactive (Eng, Gustafson, Henderson,
Jimison, & Patrick, 1999) action such that the recipient would consider the action as
all-inclusive to ensure mutual understanding among development health
communication actors.
5.0 SUMMARY
This unit has spelled out the key element to effective development health
communication. It discusses the importance of engaging health communication in
behavioural change that enhances development health system. It portrayed the
importance of involving the development health communication recipients in
whatever health communication plan to foster cooperation and mutual understanding
that breeds information diffusion and action. It enumerated the effect of information
gaps and how such could undermine the objective of health communication efforts.
This section again examines information management in health related issue and
eventually itemise the processes involved in development communication plan.

1. Examine any development health communication effort in your area and
discuss the effect of planning on the effort.
2. Identify one recurrent health challenge in Nigeria, and examine the public
behavioural reaction to development health communication embarked upon to
address it
6.0 REFERENCES
Adelakun, L., & Adnan, H. (2017). Between Ebola epidemics and Boko-Haram
insurgency: Media agenda transition interplay. Paper presented at the SHS
Web of Conferences.
Eng, T. R., Gustafson, D. H., Henderson, J., Jimison, H., & Patrick, K. (1999).
Introduction to evaluation of interactive health communication applications 1.
American journal of preventive medicine, 16(1), 10-15.
McKee, N., Manoncourt, E., Yoon, C. S., & Carnegie, R. (2008). Involving People,
Evolving Behaviour: The UNICEF Experience1. Communication for
development and social change, 254.
Mefalopulos, P. (2008). Development communication sourcebook: Broadening the
boundaries of communication: The World Bank.
Schiavo, R. (2013). Health communication: From theory to practice (Vol. 217): John
Wiley & Sons.
Thomas, S. B., Fine, M. J., & Ibrahim, S. A. (2004). Health disparities: the importance
of culture and health communication: American Public Health Association.
Waisbord, S. (2018). Family tree of theories, methodologies, and strategies in
development communication. Handbook of Communication for Development
and Social Change, 1-40.
UNIT THREE: COMMUNICATION FOR POLITICAL DEVELOPMENT
CONTENTS
1.0 Introduction
2.0 Learning Objectives
3.0 Main Content
3.1 The role of communication in political development
3.2 Persuasive political communication and propaganda
3.3 Participatory political communication and development
4.0 Summary and conclusion
1.0 INTRODUCTION
There is paradigm shift in political communication from what was regarded as all
powerful media communication effect to participatory development communicating.
Vertical approach to political communication in which capitalists held on to
information and determine the political faith of the beleaguered has been substituted
with participatory political communication pattern. The new development
communication paradigm comes with interactive face whereby access to information
through political communication engender platforms are not limited by level or status.
Information channels have proliferated and simultaneously become more
individualized (Bennett & Iyengar, 2008).

1.1 The role of communication in political development
1.2 Persuasive political communication and propaganda
3.0 MAIN CONTENT
3.1 The roles of communication in political development
The popularity of the Internet has dramatically changed the landscape of political
communication via greatly expanding citizens‟ access to information and their
opportunities to voice their own opinions. Given the interactivity of the Internet,
development political communication has become an all-comer affair. The passive
readers, listeners, and viewers of the traditional media are migrating to online
networked public spheres, where they are constantly expressing their opinions and
also are constantly exposed to the others‟ choices and opinions. Information channels
have been fragmented and the audiences also less connected with traditional social
institutions, instead, ordinary citizens‟ opinions are more easily voiced, crystallized
and synthesized via the free distribution of information and personal interaction in
cyberspace, through citizen blogs, cell phones, online forums, and social media (Zhou,
2009, p. 2).
Asides its routing assignments, mass media perform certain roles towards political
development. These roles facilitate political participation, accountability and interest.
Among the roles as enumerated in McNair (2017) are:
a. Mass media perform surveillance function in the political arena. They inform
the members of the public of political activities and monitor such activities
b. Mass media also educate people about policies and political programmes
without compromising the significant journalistic value (objectivity)
c. Again, mass media must provide a platform for public political discourse,
facilitating the formation of „public opinion‟, and feeding that opinion back to
the public from whence it came. This must include the provision of space for
the expression of dissent, without which the notion of democratic consensus
would be meaningless. This role was exemplified in 2019 presidential debate
on many television stations in Nigeria.
d. Another mass media role in political development is projection of government
policies that are of public interest and good.
e. Unveiling unpopular political deals and ensure a degree of „openness‟
surrounding the activities of the political class through investigative journalism
to ensure that the „public opinions‟ of the people have bearing on decision-
making.
f. In addition, mass media act as a channel for the advocacy of political
viewpoints. Policies, programmes and manifestoes of political parties require
an outlet for projection to the populace who buy into their political ideology
and interest.
g. Lastly, some media play advocacy function by persuasively establishing their
own view point or supporting a political ideology and make it popular among
people.
3.2.1 Persuasive political communication and propaganda

The interpersonal political communication of online and offline media results in
political participation and public opinion development (Zhou, 2009). Political
campaign is characterized by all kinds of persuasion and political gimmick cajole.
Regular of political talks on various channels of communication is considered
instrumental to the political participation. This action of interpersonal discussion on
political matter is assumed to create political awareness, political interest, political
self-satisfaction, and/or political-informed society (Hoffman, Glynn, Huge, Sietman,
& Thomson, 2007; Mutz, 2002; Shah, Cho, Eveland Jr, & Kwak, 2005). Studies
(Madianou & Miller, 2013; Robinson & Levy, 1986) also confirm that political
discussion is more potent as a channel of than mainstream political news media. The
communicative potential of the Internet permits the sharing of political perspectives
and concerns with others through interactive messaging technologies. Online
communication about politics may not only permit citizens to gain knowledge but also
allow them to address joint concerns and coordinate collective actions
3.2.2 Characteristics of Persuasive political communication and propaganda

a. It is planned: persuasive political communication is a plan effort towards
achieving political objective.
b. It is sponsored: it does have specific supporter, who promote and sell political
idea or interest to others.
c. Non-interactive: the discussion is often tend towards the interest of the
sponsor. The views of audience are not always accommodated.
d. Persuasive: the main focus of every political communication is to win people‟s
hearts on a political discuss. Therefore, all efforts is directed towards
convincing the audience.
e. One-sided (Zero objectivity): communication is not balance as it is only
justified from the perspective of the sponsors or the initiators.
f. Little or no room for criticism: discusses are dominated by the sponsor and
opportunity is not given for criticism.

The era of new media has brought drastic change to political communication.
Participatory development communication is a planned activity, based on the one hand
on participatory processes, and on the other hand on media and interpersonal
communication, which facilitates a dialogue among different stakeholders, around a
common development problem or goal, with the objective of developing and
implementing a set of activities to contribute to its solution, or its realisation, and
which supports and accompanies this initiative
3.3.2 Types of participation in developmental political communication

There are specific distinctions of participatory communication either as a goal or as a
tool used in political development. Four major levels of development participation
discussed in Thomas and Mefalopulos (2009) can be adopted as here as the forms of
participatory communication for political development since the goals and context are
similar. The four level of participatory development communication are:
a. Passive participation: this form of participation is the least among the four. It is
just a top-down information approach, where the communication recipients are
informed of policies or political programmes without being allowed to
contribute or air their views.
b. Participation by consultation: It is an extractive process, whereby
communication planners respond to questions posed by the recipients or
participants. The final decision in this form of approach still lies in the hand of
the communication planner with or without considering the contributions from
the recipients.
c. Participation by collaboration: Communication planners allow the recipients to
participate in the formation, discussion and analysis of policies. This approach
allows for active involvement of the participants in the decision-making
process about how to achieve political development. This is a horizontal
communication approach in which information is not a monopolistic right of
the communication planners but rather a collaborative effort.
d. Empowerment participation: It occurs when communication planners develop
communication process and also take part in the analysis. This leads to joint
decision making about what should be achieved and how.
3.3.3 Functions of the Communication Planner in Participatory

Development Communication
The gains from digital information and communication technologies give every partaker
in development communication opportunity not only to participate freely but also to
interact, set pace for information need and contribution and exact influence on
information flow. As a result, communication planners perform the following roles to
ensure development-breed communication:
a. Facilitating dialogue and the exchange of ideas among different groups and
specific individuals;
b. Encouraging thinking about local development problems and possible
solutions or about a common goal to achieve the desired result;
c. Supporting the identification and realisation of a concrete set of actions for
experimenting or implementing the solutions identified for achieving
specific development goals; by facilitating the different groups involved in
those actions to share their views;
d. Supporting efforts at awareness-building, motivation, learning and
implementing the development action; by communication strategies
appropriate for each group of participants;
e. Ensuring effective circulation of information among different participants,
by using communication tools and channels appropriate to the groups
involved;
f. Supporting decision-making, by facilitating consensus among different
categories of players;
g. Developing local collaboration and partnerships by establishing alliances with
local resource persons and agencies and serving as a conduit between the
groups and these partners;
h. Monitoring the development initiative, by ensuring that actions taken are
followed and evaluated; and
4.0 CONCLUSION
The role of communication at every level of political development cannot be
overemphasised. It was noted that the roles are not static as a result of the innovation
in ICT that enhances information and communication relationship among people.
Political communication is characterised with various distinct objectives that
manipulate people to reason along. This influences the roles that the media play
unlike in other developmental communication.
5.0 SUMMARY
This unit also examine participatory development communication, types of
participation in political development communication as well as the functions of the
development communication planners.

1. As a political communication planner, discuss your roles to ensure political
development in your immediate community.
2. Why do you think that effective communication is essential in political
development?
6.0 REFERENCES
Bennett, W. L., & Iyengar, S. (2008). A new era of minimal effects? The changing
foundations of political communication. Journal of communication, 58(4), 707-
731.
Hoffman, L. H., Glynn, C. J., Huge, M. E., Sietman, R. B., & Thomson, T. (2007).
The role of communication in public opinion processes: Understanding the
impacts of intrapersonal, media, and social filters. International Journal of
Public Opinion Research, 19(3), 287-312.
Madianou, M., & Miller, D. (2013). Polymedia: Towards a new theory of digital
media in interpersonal communication. International Journal of Cultural
Studies, 16(2), 169-187.
McNair, B. (2017). An introduction to political communication: Routledge.
Mutz, D. C. (2002). The consequences of cross-cutting networks for political
participation. American Journal of Political Science, 838-855.
Robinson, J. P., & Levy, M. R. (1986). Interpersonal communication and news
comprehension. Public Opinion Quarterly, 50(2), 160-175.
Shah, D. V., Cho, J., Eveland Jr, W. P., & Kwak, N. (2005). Information and
expression in a digital age: Modeling Internet effects on civic participation.
Communication research, 32(5), 531-565.
Thomas, T., & Mefalopulos, P. (2009). Participatory communication: A practical
guide: The World Bank.
Zhou, Y. (2009). The role of communication in political participation: exploring the
social normative and cognitive processes related to political behaviors.
Washington State University Pullman.
UNIT FOUR: COMMUNICATION FOR INTERNAL SECURITY,
ENVIRONMENTAL AND TECHNOLOGICAL DEVELOPMENT
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 The role of development communication in internal security
3.2 Development communication in environmental hazards
3.3 Development communication in technological innovation
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
Communicating security issue in every society is fundamental to co-existence among
the people. Security of life and property is both the fundamental right of the people
and the obligation of the policy formulator. In essence, a steady development cannot
be ascertained in a society where lives and properties of the citizenry are not secured.
Communicating security issues effectively is the stem that connects all other elements
of development. No individual will embark on any development-aid action in an
environment where information on security is loosed. Besides, issues on
environmental development concern all and the need to communicate such cannot be
overemphasised. One can remember what a fall-out in development communication
caused Nigeria in 2002 when multiple bomb blast rock Ikeja military cantonment. As
people fled from the epicentre of the blasts, they ran into a canal lying parallel to the
Oshodi-Isolo expressway. This canal was covered with water hyacinth (Ana, Sridhar,
Olakunle, & Gregory, 2007). In the darkness of it all, those who ran into the canal got
trapped and were joined by more and more people running into the canal. They all got
trapped as well. A stampede ensued and by dawn of January 28, 2002, more than
1,000 persons had perished in the canal. As a result, the need to discuss development
communication in the area of security, environment and technology is justified.

a. The role of development communication in internal security
b. Development communication in environmental hazards
c. Development communication in technological innovation
3.0 MAIN CONTENT

3.1 The role of development communication in internal security
Communicating security is a general function of all. Information is vital to social
security and as a result should be made available to those who manage it for the
public. Security information is both very sensitive; some can be made public in order
to help members of the public take security decision. Some others are reserved for the
security agency for intelligence purpose and for the protection of the society against
internal and external aggressive or attack. Security agencies manage security
information and communicate with people in a manner that enhances peaceful
coexistence. They do not only disseminate security information but also interact with
members of the public through their intelligent surveillance to nose for information
that enhance public safety and security development. Some of the security agencies
that are involved in development communication in Nigeria are:
a. Nigeria Army: This security agency rarely communicates with the public
except cases involving external protection of Nigeria and its interest. In rare
cases of internal security threat such as insurgency and terrorism, the security
agency communicates with the public to alley their fear and guide their
movement most especially in areas that fall within the borderlines of the
country.
b. Nigeria Navy: this security agency like their counterpart communicates to the
public security development along Nigeria coaster areas. The issue of sea
pirate, monitoring of the Nigerian properties onshore, and other protective
measure are part of development communication assignments of the agency.
c. Nigeria Air force: Nigeria Air-force communicates security issues that
concern space.
d. Nigeria Police: this agency is responsible for internal harmony and co-
existence. It communicates with the public from time to time on issues
pertaining to public safety through its public relation department at every level
of its division.
e. Nigerian Immigration Service: The Nigerian Immigration Service (NIS) is
the statutory body responsible for the management of migration in Nigeria in
addition to visas issuing role. It communicates to the public the development in
the regulation of the movement of people within and outside the country
(Ikuteyijo, 2012).
f. Nigeria Custom Service: This security agency communicate to the public on
issues pertaining to collection of revenue and accounting for same, anti-
smuggling operations, security functions and generation of statistics for
planning and budgetary purposes; illegal commercial activities and trade in
illicit goods e.g. import of fake and substandard goods, infraction on
intellectual property rights (IPR), illegitimate international trade in endangered
species, illegal trade in arms and ammunitions, money laundering, trade in
illicit drugs, illegal trade in cultural artefacts, importation of pornographic
materials and importation of toxic/hazardous substances (Olomu, Alao, &
Adewumi).
g. The Nigeria Security and Civil Defence Corps (NSCDC): It is an internal
paramilitary security agency assigned to play crucial roles in grassroots
security and manning crude oil pipeline and other resources of the country. It
communicates to the public development on pipeline vandalism and safety of
the people living within the close range of the pipeline routes. It has power to
arrest with warrant or without warrant, detain, investigate and institute legal
proceedings against any person who is reasonably suspected to have committed
an offence, investigate and take necessary step to forestall any planned act of
terrorism and report same to appropriate federal security agency among others
(Bodunde, Ola, & Afolabi, 2014).
h. Federal Road Safety Corp (FRSC): Nigeria is ranked second-highest in the
rate of road accidents among 193 countries of the world (Muhammad et al.,
2017). The number of death recorded as a result road accident is close to the
number of lives lost to Boko Haram crisis, thereby calling for rapid and
incessant development communication action of the road safety actors.
Effective information and communication on dangers on the roads, quick
intervention of road safety actors, alerting members of the public of the road
block, armed bandits, kidnappers, and cautioning them on over-speeding as
well as other dangerous actions while using the road are safety- actions that aid
development.
3.2 Development communication in environmental hazards

This aspect of development communication is more often than not unattended to by
the development communication actors. Reports of many environmental hazards show
that they were self-induced as a result of the nonchalant attitude of the concern parties.
Most collapsed houses that claimed many lives in major cities in Nigeria, particularly
Lagos are as a result of lack of precautionary development communication that
compels actions. Development Communications not persuasive enough as to bring
desire change in environmental sanitation exercise, blockage of water passage that
resulted in floods, and other self-induced environmental havocs.
Also, development communication action to rescue victims during self-induced and

natural disaster must be timely. Both from members of the public and development
communication agents, information must flow, and effective communication ensured.
Innovation of digital information and communication gadgets has lubricated
information cycle and enhanced development communication plan. Mefalopulos
(2008)‟s communication program design and implementation process can be adopted
to work out how development communication can be used to avert or manage
environmental hazards:
a. Become acquainted with the situation and stakeholders
b. Build trust and engage stakeholders in exploring and assessing the situation
c. Identify, analyse, and rank challenges, problems, risks, and opportunities
d. Analyse causes of major problems/challenges, taking into account different
perspectives
e. Define objectives and viable solutions
f. Transform them into SMART objectives
g. Define and position relevant audiences or stakeholder groups
h. Define level/type of intended change
i. Select communication mode(s) and approaches
j. Select appropriate channels and media
k. Package content themes and/or design messages
l. Sustainable change (action plan in the direction of environmental hazards)
3.3 Digital Innovation Tools in Communication for Development

The argument on whether digital information and communication technological tools
are a blessing or a curse is prompted by the ill-use of the innovation. The expectation
that digital communication tools will enhance media and information literacy rate to
foster development is not fully fulfilled. The tools have actually brought about global
village by uniting people with opened information access and the development
communication actors are making use of the opportunity to diffused development
information. Development communication recipients can now access information
remotely and participate in communication-aid development action without having to
leave home or comfort zones. Development communication actors can hold
conferences, seminars or workshops online.
Modern technology allows for real-time communication and information exchange

leading to more efficient participation and collaboration between the development
communication recipients, actors and the policy formulators. Some of the digital
information and communication tools that are commonly used to enhance
development communication are:
a. Smartphones: More than 80 per cent of internet users own smartphones. As
mobile telecommunication joined in sharing mobile data for internet access in
Nigeria, more people become partakers in development communication
through social network platforms. These communication devices boast cutting-
edge features, such as GPS navigation, voice-activated virtual assistants,
predictive typing and video calling. Users can download apps that further
enhance their mobile experience.
b. Tablets: The number of people who own tablet is on increase as China joined
the production and supply of the tools to Nigeria. Some development
communication agents and recipients use these modern communication tools
for social media and make video calls and other audio-visual development
communication. Due to their compact design, these devices can replace your
laptop or computer. They're portable and have all the functionalities of a
smartphone and more.
c. Laptops: Laptops have some advantages over smartphones and tablets.
Through some software, laptops can be used to design development
communication messages that are eyes-friendly and attention-drawer. If it is
internet connected, it can be used to access developmental news and
information on social and online media.
d. VoIP and Internet Telephony: Nowadays, more and more development
communication actors and organizations are carrying voice communications
over the internet. They use Skype and other platforms to interact with actors,
recipients and policy makers, hold video conferences and make international
calls. These communication modes are cheaper and more convenient than
traditional phone service.
e. Intranet: An intranet is a private network that can be accessed by authorized
users within an organization. For instance, Federal Road Safety Corp (FRSC)
officers use this to communicate alert their fellow officers on duty of
emergency road hazards. Intranet streamline communication between
development communication actors, share documents and keep them up-to-date
with the latest development information. This technology ensures everyone is
on the same page, allowing for more efficient collaboration and interactivity.
f. Social Networks and Forums: Social media is widely used by individuals and
corporations worldwide. It has the power to drive development communication
effort. It increases public awareness of the developmental issues and the
corresponding action to enhance such. It's also one of the most important
communication tools, making it easier for development communication actors,
recipients, and policy formulator to interact, share information and keep other
abreast of development information.
4.0 CONCLUSION
Security and environmental safety is an important aspect of societal development that
involves all. It comes during to allay fear and to guide the recipients and other players
of development communication into emergency interceding actions. It comes after
security and environmental hazards for reconstruction, rehabilitation and restoration of
peace and harmony among people.
5.0 SUMMARY
Much about how security agencies are involved in development communication was
part of the aspect discussed in this unit. You should understand that development
communication comes before and after environmental hazards or beneficial security
policies. It comes early to alert the recipients or to sell the precautionary measures.
Digital information and communication were also discussed alongside their
contributions to development security, environmental and technological development.

2. Examine the influence of new digital information and communication tools on
the developmental communication actions in Nigeria.
3. Identify the security agencies that promote development security
communication in Nigeria and discuss how each actualises the purpose.
6.0 REFERENCES
Ana, G., Sridhar, M., Olakunle, E., & Gregory, A. (2007). Bomb explosions,
environment and health: a Nigerian experience. Disaster Prevention and
Management: An International Journal, 16(1), 6-14.
Bodunde, D. O., Ola, A. A., & Afolabi, M. B. (2014). Internal Insecurity in Nigeria,
The Irony of Multiplicity of Security Outfits and Security Challenges.
IMPACT: IJRHAL, 2(5Page), 213-220.
Ikuteyijo, L. O. (2012). Illegal migration and policy challenges in Nigeria.
Mefalopulos, P. (2008). Development communication sourcebook: Broadening the
boundaries of communication: The World Bank.
Muhammad, L., Sani, S., Yakubu, A., Yusuf, M., Elrufai, T., Mohammed, I., & Nuhu,
A. (2017). Using decision tree data mining algorithm to predict causes of road
traffic accidents, its prone locations and time along Kano–Wudil highway. Int.
J. Datab. Theory Appl, 10, 197-206.
Olomu, B., Alao, D. O., & Adewumi, E. Border Security Issues and Challenges of the
Nigeria Customs Service.
MODULE 3 MEDIA OF COMMUNICATION FOR DEVELOPMENT
Unit1 Use of Interpersonal Channels and Folk-Media in Communication for
Development
Unit 2 Use of Print Media in Communication for Development
Unit 3 Use of Broadcast Media in Communication for Development
Unit 4 Use of New Media Technologies in Communication for Development
UNIT 1 USE OF INTERPERSONAL CHANNELS AND FOLK-MEDIA IN

COMMUNICATION FOR DEVELOPMENT
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Interpersonal Communication
3.2 Group Media - Flipcharts and Picture Codes
3.3 Folk Media
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
Interpersonal channel is the most common and the most widely engaged means for
development. It involves face-to-face exchange of information within or beyond a
short reach. When you engage your fellow student(s) in a dialogue, you are using
interpersonal channel of communication. It occurs mostly between two people, but
sometimes it involves groups. There is always changing of roles between the sender
and receiver of messages whether through verbal or non-verbal means.
2.0 OBJECTIVES
2.1 distinguish interpersonal channel of communication from other channels
2.2 highlight the characteristics of effective interpersonal communication
2.3 enumerate the essence of interpersonal communication in development
2.5 highlight the benefits of flipcharts to development communication.
3.0 MAIN CONTENT

3.1 Interpersonal Media in Communication for Development
Interpersonal media may be described as face-to-face mode of information exchange
and sharing. It may occur between two people or in a group in which the people
involved have eye-to-eye contact with each other. Interpersonal media settings involve
people relating in close proximity. The people involved maintain eye contact, hear
each other, observe and respond to each other‟s verbal and non-verbal actions and
reactions. The interactive nature of interpersonal communication gives it many
advantages. Interpersonal communication just means the exchange of information
between two or more people. As long as you are communicating with another person,
you're involved in interpersonal communication. It is major channel of development
communication.
3.1.2 Characteristics of interpersonal media

a. It involves at least two individuals, who exchange or share information and
knowledge. Each of the actors involved in interpersonal communication has
their own motivations, expectations, and interpretations of communication.
b. It is rational: each of the actors involved interpret and understand every action
and reaction in the communication. The reason for the communication is
achieved in most cases as such is emphasised in reasoning of the actors.
c. It is inevitable: interpersonal channel of communication is so important that it
is used in day-to-day activities. Even if you have decided not to talk to anyone,
you are still communicating because those around you will interpret your
silence as anger, shyness, dejection, and with whatever they can deduce from
such.
d. It also involves personal choice. As a rational being, your action and reaction to
people around you is what you have chosen for yourself based on the influence
of human and environmental factors around you.
e. It is immediate and the feedback is not delay. Response to information is
instantaneous as you receive information.
f. It is economical as you do not need to spend much on any gadget before you
can pass developmental messages to your friends, relative or other people
around you.
3.1.3 Types of Interpersonal Communication

There are two major means of carrying out interpersonal communication. They are:
a. Verbal communication: This form of interpersonal communication makes use
of spoken word in whatever language understood by the recipient(s). for
communication to be ensured, the actors involved in the communication must
understand the language of communication.
b. Nonverbal communication: This form of interpersonal communication does
not require spoken words. You read meaning to all action and the body
language of the person before you. For instance, shaking of heads, winkling of
eyes, waving of hands, nodding of heads, and other form of body language
communicate.
3.1.4 Relevance of Interpersonal Communication in Development

Interpersonal communication is strong in supporting the behaviour change process. In
particular, it is strong in:
a. Explaining in detail, responding to questions and doubts, persuading and
convincing target audiences about the value of the proposed behaviour.
b. Legitimising programme ideas.
c. Building consensus, bringing about behaviour change and providing support
for continuation of the new behaviour.
d. Addressing rumours and dealing with counter-rumours campaigns.
e. Responding to issues, problems and questions of a personal nature
3.1.5 Skills required for Effective Interpersonal Communication towards
Development
Skills for engaging in effective interpersonal communication may be divided into
three categories according to UNICEF (2000):
a. Persuasive skill: This oratory value in communication. It is a form of
presentation that compels audience attentions and actions towards
developmental change
b. Skills for caring communication: This refers to skills needed to make the
client feel welcome and appreciated
c. Skills for problem-solving: it involves identification and solution of issues
that may hinder positive response to the recommended developmental change.
d. Skills for counselling: It involves logical and systematic presentation of
development information in a way that convincingly guide the information
recipient towards developmental change
3.2 Group Media- Flipcharts and Picture Codes

3.2.1 Flipcharts as a communication tool for development
Flipcharts are one of the best interpersonal communication tools for creating dialogue
and rapport between development workers and target audience. They are effective in
remote areas where access to audio-visual mass media such as television to
communicate to a large group is not achievable because of lack of social amenities to
support such. It can be used to demonstrate actions towards development plan to rural
people. For instance, health communicators may use a chart that demonstrates step-
by-step ways of causing cholera in the community trough water. (Mefalopulos and
Kamlongera, 2004).
Other benefits of flipcharts towards communication for development are:

a. The large pictures attract attention stimulating interactive discussion.
b. Illiterate people clearly see important ideas for discussion.
c. Discussions are relevant because the pictures show local people and their
situations, etc.
d. Both problems and solutions are seen.
e. Problems can be further discussed, probed and sometimes even solved.
f. Peoples‟ values of a particular subject can be raised because positive benefits
are seen.
g. Technical details can be examined.
h. Technical information is consistent.
i. The presenter can easily check to see whether or not the interaction group has
understood each point.
j. Feedback is immediate as questions can be raised and answered on the spot.
k. A whole story (or series of linked events) can be seen picture by picture in
one short session.
l. The story can be adapted to examine local situations to create consensus for
action.
m. Pictures of the problems stimulate a search for solutions.
n. Field staff and rural people gain confidence to exchange ideas.
o. Interaction between field-staff and the beneficiaries is immediate and
guaranteed
3.3.1 Folk media in Communication for Development

a. Theatre: Acting theatre was a very common means of passing development
information to people before the advent of home videos. Though still in
existence in some rural and semi-urban city till today, home video and cinema
have replaced such in most urban setting. This means of communication for
development purpose is very potent as the interest in watching the performance
results to a large gathering of people and the information is passed while
people are being entertained.
b. Town Crier: This is another means of passing information on development
across. A town crier is somebody whose assignment or job is to makes public
announcements in public places such as streets, market place, and ceremonious
functions.
c. Folktale: These are stories that are passed from one generation to another.
These forms of stories are used to teach moral obligation and other values
required to live peacefully with others within the society.
d. Oral Poetry: are chants of different types used for various purposes in different
occasions by different cultural groups.
3.3.2 Benefits of Folk media to developmental actions

a. Most of the Folk media do not require capital investment
b. They do not require modern technological gargets to function. Their
application is not limited by the availability of infrastructural facilities
c. Intrinsically adapted to local cultural scenes.
d. They are highly regarded, credible and persuasive most especially in the
communities where local traditions are still respected.
3.3.3 Demerits in Using Folk media for Development

a. Requires skilled crafting of development messages into the fabric of the folk
media
b. May lack prestige vis-à-vis more modern media in some societies.
c. May be difficult to organize, and calls for close working relationship between
development workers and folk media artists.
4.0 CONCLUSION
One of the reasons why interpersonal communication is considered the most effective
means of enhancing development is in its persuasive power to exhibit change in
people. Flipcharts and picture codes are veritable interpersonal/group communication
tools. They are very useful in community engagement, dialogue and mobilisation. The
use of folk media yields the desire developmental objectives most especially in
environment wher such are still popular and effectively utilised.
5.0 SUMMARY
In this unit thus far, you have learnt that:
 Interpersonal communication occurs between two people or in a group and it is
useful for behavioural change and modification.
 Effective interpersonal communication skills include skills for caring
communication, problem-solving and counselling skills.
 Flipcharts are interpersonal communication tools for creating dialogue and
rapport between development workers and target audience.
SELF-ASSESSMENT EXERCISE
Identify any Folk media that is still popular in your local community and discuss how
such can be used to promote health development.

1. What are the benefits of Folk media to development?
2. Discuss the essence of interpersonal communication towards development
3. Identify the characteristics of effective interpersonal communication.
4. Highlight the benefits of flipchartsto development communication
7.0 REFERENCES/FURTHER READING

Andrien, M. (1994). Social Communication in Nutrition: A methodology for
Intervention. Rome: FAO.
DeVito, J.A. (1998). Interpersonal Communication Book. New York: Longmans.
FAO (1998). Knowledge and Information for Food Security in Africa: From
Traditional Media to Internet. Rome: FAO.
Hybels, S. & Weaver II (2001). Communicating Effectively. Boston: McGraw Hill.
Mefalopulos, P. & Kamlongera, C. (2004). Participatory Communication Strategy
Design. Rome: FAO. Retrieved December 23, 2010
http://www.fao.org/docrep/008/y5794e/y5794e00.htm
Mefalopulos, P. and Kamlongera, C. (2004). Participatory communication Strategy
Design. Rome: FAO. Retrieved December 23, 2010, from
http://www.fao.org/docrep/008/ y5794e/y5794e00.htm
Soola, E. O. (2003). Development Communication: The Past, the Present and the
Future. In Soola (ed.) Communicating for Development Purposes. Ibadan:
Kraft Books.
UNICEF (2000). Communication Handbook for Polio Eradication and Routine EPI.
New York: UNICEF.
UNIT 2: THE USE OF PRINT MEDIA IN COMMUNICATION FOR
DEVELOPMENT
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Uses of Print Materials for development
3.2 Basic Elements of Print Materials Production
3.3 How to Draw for Rural People
3.4 Production Criteria in Print Materials
3.5 The Printing Production Process
3.6 Budgeting for the Production of Print Materials
3.7 Pre-Testing Print Materials: Field-Testing to Ensure Effectiveness
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
Print publications as tools for development consist of more than newspapers and
magazines. There are a lot of other print publications that are effectively used to
communicate development. Such publications are: books, pamphlets and newsletters.
They are relatively cheap, simple and easy to produce and can be taken home,
consulted, and kept as a permanent reminder. Text and visual are the major distinctive
characteristics of the print media.
2.0 OBJECTIVES
a. identify the printed materials that are useful in development communication
b. enumerate the usefulness of newspapers, posters and leaflets and adult
literacy/school books to development communication
c. list the elements of print material production
d. describe the process of printing production.
3.0 MAIN CONTENT

3.1 Uses of Print Materials for development
The use of print publication is limited by the level of literacy within its area of
application. Reading text requires at least the ability to read and understand in the
language in which the text is scripted. Words and images constitute the two basic
elements of the print medium. Print publications are mostly useful in community
where literacy level and reading habit are encouraging.
3.2 Forms of Print Production

a. Text only: Any material based exclusively or mainly on words. It includes
books, leaflets, brochures, guides, etc.
b. Visual Materials: These are drawings, pictures or photographs carrying a
message or drawing the attention on one issue without the use of words.
Examples of this are booklets use to teach local farmers stages involved in
breeding or cross-breeding new seeds for better production.
c. Text and Visual Combined: These are materials, which combine the visual
element with text. Newspapers, magazines, some posters fall in this group as
well as a number of brochures and guides illustrating or explaining a set of
instructions.
3.3 Types of print publication used to communicate development

1. Newspapers and Magazines: These are periodic print publications. They are
news outlets through which people are informed of developmental issues,
actions, outcome and influence. Parts of the contents through which the
developmental messages are passed in the newspapers and magazines are:
straight news, features, picture news, comments, editorial and cartoons.
Roles of Newspaper and Magazine in development are:

a. Information dissemination:
b. Cultural integration
c. Education
d. Correlation
e. Sensitisation
f. Persuasion
g. Entertainment
h. Motivation
2. Posters and leaflets: These are one-page publications that are not periodic.
They can be printed anytime the need arises. They can be printed in large
quantities and in the language the local people understand and distributed by
hands or pasted on the wall and other visible places for mass access.
3. Books and Booklets: While books are mostly used among highly educated
group or in academic communities, booklets usually include a number of
drawings and pictures, which are used by the development agents to interact
with the recipients.
3.4 Basic Elements of Print Materials Production

Printed materials include mass media such as newspapers, posters, pamphlets,
banners, stickers, billboards, and booklets. The following are the elements of print
publications:
a. Cultural relevance: For a print publication to serve as a tool for

developmental goals, it must not undermine the culture of the community in
which it is applied. People are very sensitive of their culture and any
publication that undervalues their culture may not be accepted, read, let alone
accepting the message inside. Cultural values such as greeting, dressing and
others should be given priority while designing printed materials for
development purposes.
b. Religious and Belief Relevance: People do not compromise their belief for
developmental goals. A print publication may even end up creating conflict and
confusion rather than development if it fails to respect dominant religious
teaching in a society. Any publication against the teaching of the church in the
eastern part of Nigeria may not achieve the target goals. Similarly, any print
publication that stands on the way of Quranic teaching will be rejected in the
Northern part of Nigeria.
c. Educational Level: Literacy level of the target group must first be established
to know whether text, pictures or illustrations would be more appropriate in the
publication.
d. Content relevance: The content of the publication must be explicit of the
developmental objective. The publication should consider some demographic
characteristics of the target group such as age, gender, and preferences for
colour, and what appeals to their emotion. If you deal with visual materials you
are strongly advised, wherever possible, to work with an artist from the
community. This will ensure the appropriateness of the materials; encourage
the community to bring out the materials associated with the topic and assist
actively in the production process.
e. Language: Communication only takes place when what is intended by the
message encoder is what is interpreted by the decoder. Language is the link
that helps in the interpretation and understanding of the developmental
messages and feedback; hence, a two-way communication ensured
f. Application or Technical Use: Materials for discussion, education,
information or training should be pertinent to the application, or technical use
for which they are meant. Indigenous technical knowledge regarding the matter
should also have been known from the participatory research.
4.0 CONCLUSION
Print publications are essential tools for communicating development when they are
effectively applied. Factors that may constitute impediment to its effective application
such as literacy level, cultural and religious sensitivity of the people as well as other
demographic traits must be recognised and attended to.
5.0 SUMMARY
In this unit so far, you should have learnt:
• Some of the peculiar characteristics of some print publications that are used to pass
development information such as daily newspapers, magazines, books, pamphlets
and booklets.
• The essence and roles by newspapers and magazines in communicating
development
• Importance of books, booklets, postal and leaflets in communication for
development
Which of the print publication do you think will be acceptable to communicate
agricultural development in your community considering the level of education of
your people?

1. Examine the importance of newspapers as a tool used in communication for
development.
2. What factors should be taken into consideration in the production of effective print
material to communicate development?

Ansah, P. (1991). Broadcasting and National Development. Module on Development
Communication 2, Nairobi: African Council for Communication
Education.pp33-44.
Mefalopulos, P & Kamlongera, C. (2004). Participatory Communication Strategy
Design. Rome: FAO. Retrieved December 23, 2010
(http://www.fao.org/docrep)
Okigbo, C. (1991). Print Media and National Development in Africa. Module on
Development Communication 2, Nairobi: African Council for Communication
Education. pp1-11.
UNIT 3 USE OF BROADCAST MEDIA IN COMMUNICATION FOR
DEVELOPMENT
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Nature and Purpose of Radio for Development
3.2 Basic Radio Approaches
3.3 Common Radio Programmes in Communication for Development
3.4 Basic Elements of Radio Production
3.5 Basic Principles of Radio Scripting
3.6 Television for Development
3.7 Video for Development
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
In this unit, we would examine radio as a tool for communicating development.
Unlike other media of mass communication, radio has a wider reach. Radio network
covers and penetrate even the rural setting; making it the most accessible mass media
for development. It can reach a large number of people at a relatively low cost. This
unit shall also examine the use of television, video and slides sets /filmstrips for
development. The strengths and weaknesses in their use for development will be
enumerated:
2.0 OBJECTIVES
 examine the roles of radio in development
 describe the approaches for using radio for development
 describe the various radio formats suitable in communication for development
 identify the television programme formats that can be used in communication
for development
 describe the major usage of video in communication for development
 enumerate the merits and demerits of video in communication for development
3.0 MAIN CONTENT

3.1 Nature and Purpose of Radio for Development
Radio is a universal channel of communication. Its usages cut across all communities
as it can be easily accessed even by the rural dwellers; even the nomadic cattle settlers
use radio. Radio network can be received at a cheaper and affordable rate. Besides,
radio talks to individual most especially in the language that the people understand.
The roles of radio in development actions are majorly:

a. for information purpose
b. for education purpose
c. for entertainment purpose
d. for motivation purpose
e. for persuasion purpose
f. for emancipation purpose
Radio is very versatile in many ways. As discussed in FAO (1998: 11), radio is:
a. an important mechanism for rapid diffusion of development information in a
diversity of language and to widespread, often remote geographical areas;
b. a channel for interactive communication, for dialogue and debate on the
major issues of rural development;
c. a platform for democratic and pluralistic expression of the opinions, needs
and aspirations of rural communities;
d. a tool for cultural expression and entertainment, and a means of collecting,
preserving and enhancing the oral and musical heritage of rural
communities;
e. a medium to collect local information on social issues, which is essential for
defining, planning and implementing development efforts;
f. a means of raising public awareness and motivation; and
g. a tool which, combined with other media, used for training and the transfer
and exchange of knowledge and technologies.
3.2 Basic Radio Approaches

Radio in the development context can be broadly divided into three categories, each of
which requires a different approach:
a. Educational Radio,
b. Documentary and Cultural Radio; and
c. Participatory Radio
a. Educational Radio: The influence of radio in educational development was

emphasised by UNESCO and globally adopted. In recent times in Nigeria, like
in many other developed and developing countries, some universities are
establishing pure educational radio to facilitate learning and for general
education purposes. Conventional radios also engage in direct and indirect
educational programmes to ensure that learning objective in preparatory and
secondary levels of education are given adequate support. National Open
University of Nigeria also established a radio station to facilitate Distance
education and life-long learning and thereby taking education beyond the four
walls of the classroom.
b. Documentary and Cultural Radio: it entails chronological analysis and report
of developmental issues in a society. For instance, radio can embark on
documentary on road accidents. This will details the number of road accidents
within a specific year(s), the number of casualties, causes and remedies and the
effect of such on the community as a whole. Such documentary can also
address the possible way out and persuade the stakeholders on the
implementation of the suggested remedies. This will draw the attention of those
affected and concern to the issues on which the documentaries are produced.
c. Participatory Radio: this entails involving people in the radio programmes
towards development. This form of radio is common in the community, known
as community radio, which involves the full participation of the people within
the community. The issues to be discussed and presented in the programme are
decided by the community with the assistance of a radio producer. Participatory
radio's purpose to provide an open forum where people can express their views,
opinions, and concerns. Participatory radio turn information to discussion and
communication flow turns to horizontal movement where information
domination by the development agents is erased and the opinion of everyone
counts.
3.3 Radio Programmes for Development

a. Lecture or Straight Talk: This is used for presentation of something or
passing on knowledge on certain issues. It should be used only for a short
time (max. 15 minutes), as it can be quite boring and flat.
b. Interviews/Discussions: This is different from the previous one. This
format requires more than a single person and opinion to be aired. It can be
an interview with a member of the community as well as the recording of a
group discussion about an issue of concern. The fact that it involves more
than one person already makes it more interesting to follow. As seen
previously, this approach can be used to generate a two-way flow of
information as in participatory radio.
c. Drama: This can be the simple translation of existing drama into a radio
format or the more creative dramatization of issues identified by the
community. Drama can generate a high degree of interest and keep the
attention of the listeners alive for a long time. „One day at a time‟ is an
example of this programme.
d. Music: This format is particularly effective in communities with a tradition
of popular music, dancing and singing. The themes of songs are usually
used to raise certain issues or promote certain practices.
e. Jingles/Slogans: These are usually part of a bigger programme. However,
they can be used as an approach in itself. Learn from advertisements where
sometimes a simple slogan or a jingle is flashed at you just to remind you of
a certain product. The same can be done in the development context.
f. Feature: It is a programme on a specific topic. It can use a straight talk or
a mix of talking and music. It is, however, focussed on a single issue.
g. Magazine: This is a radio format usually containing a number of issues or
mini-programs within its time. It can be shaped as a news report or it can
have a number of different elements, such as interviews, music and straight
talk. Its aim is to inform the listeners on a number of different issues.
h. Infotainment: This format is a combination of information and
entertainment. It can be a dramatisation of an event or a radio soap opera
treating priority issues. (Ansah, 1991)
3.1 Television in Communication for Development

Television as a tool for development has a distinct advantage over radio because of its
combination of sight and sound. Television has been found to be effective in
situations where radio is limited, like in cases where demonstration is necessary to
show a way of doing things such as mixing of fertiliser or oral rehydration therapy
(Ansah, 1991).
Television Programme Format

a. Documentary: A TV programme that documents real life events.
b. Cartoon: A programme that features animated characters.
c. Drama: A fictional TV story, featuring actors. Drama can generate a high
degree of interest and keep the attention of the listeners alive for a long time.
d. Makeover: A show that helps people change their image or lifestyle. It can be
used to address such issues as family planning, etc.
e. News: A show that reports world events as they unfold.
f. Cookery: A programme hosted by famous chefs, who teach people how to
cook. This is useful in teaching people about preparing low cost dishes that are
beneficial to their health.
g. Talk Show or Chat Show: Programmes hosted by a TV personality, (or host)
featuring guests who talk about their lives and topical development issues.
Experts are invited to share their experiences with the viewers.
h. Music: A TV show featuring live or recorded music. The themes of songs are
usually used to raise certain issues or promote certain practices.
i. Lifestyle: A television show featuring topics such as fashion, diet, exercise,
health and leisure pursuits.
j. Infomercials: are long-format television commercials, typically five minutes
or longer. Infomercials are also known as paid programming. They carry
development messages on any issue. An example is the Zip-Up campaign on
some Nigerian television stations.
k. DIY: TV programmes showing people how to do or repairs things. Also known
as "Do It Yourself" Programmes. It can be used to teach entrepreneurial skills.
l. Magazine programme: This is a TV format usually containing a number of
issues or mini-programmes within its time. It can be shaped as a news report or
it can have a number of different elements, such as interviews, music and
straight talk. Its aim is to inform the viewers on a number of different issues.
m. Comedy Show: An amusing TV show where a comedian speaks to entertain
the viewers. This phenomenon is becoming popular on Nigerian TV stations
and can be used to relate development messages.
n. Soap: It is also known as a Soap Opera. It is a fictional drama about people's
daily lives. The soap opera has great potential, provided certain conditions are
respected
Advantages of Television as a tool in Communication for Development

a. It is prestigious. People attached so much importance to information on
television than any other media.
b. The audio-visual advantage of television helps in passing the exact
development message across without many words.
c. Television possesses a high level persuasive influence. Since much importance
is attached to television messages, people are easily convinced with such and
thereby adopt the development campaigns on television.
Disadvantages of Television as tool in Communication for Development

a. It has limited reach. It is not always available in all rural areas
b. It is most often monopolised by powerful interests group such as the elite
because of its prestige.
c. It is expensive to run in terms of its production/ reception.
3.2 Video for Development

Video is the use of semi-professional or professional videotaping for specific purposes
made for narrow audiences, with specific characteristics and interests. It can be
produced and shown either in a raw form or in an edited fashion (meaning working on
the video material that has been shot, cut it and put it together into an effective
format). Sometimes video programmes can also be used and broadcast on television.
You should keep in mind that video production could be a complex and expensive
task. The main danger with video is that it can often be regarded as the most important
aspect of a communication strategy, running into the danger highlighted by Mc
Luhan, when he stated that the medium is the message (Mefalopulos & Kamlongera,
2004). Viewers, especially in rural areas, can become very excited with video, but will
they be equally excited and alert to the content video is supposed to communicate?
3.2.1 The Essence of Using Video

Video is a unidirectional medium of communication for development since there is no
room for feedback. Viewers can only consume the message of the video without any
opportunity to express their view about the messages.
3.2.2 Main Uses of Video for Development

Video in development can be used effectively for various purposes such as:
• Documentation: implies a series of tasks that can be accomplished effectively
only by somebody with a good deal of experience in video. Documenting a
process or an activity requires accurate planning.
• Monitoring: It helps in focusing on the issues that require development by
emphasising on such issues.
• Encouraging participation: video can be used in a less demanding, but equally
constructive way, by shifting the production process from the experts to the
community to enhance participation.
• Generating discussion: it encourages discussion on crucial issues that facilitate
development.
• facilitating the learning process
• Video can act as a filter to express people's opinions, thus making them more
impersonal and less sensitive to personal criticism.
• Video can therefore be effectively used for advocacy in order to allow the
community's voice to be heard. It has a very powerful effect that can be easily
and rapidly multiplied by showing it to a number of people or organisations.
3.2.3 Strengths and Limitations of Video

While video can be a very appealing medium with much strength, it also has a few
limitations and constraints. Among the major advantages of using video is the high
interest it generates and the fact that electronic images can be played back and forth
and be discussed immediately (if the necessary equipment is provided). Among the
most frequently quoted disadvantages are; the relatively high costs and the technical
know-how required to properly operate, maintain the equipment and produce good
quality products.
The main advantages of using video are:

a. It is a prestigious and persuasive medium. The simple fact of using it often is
sufficient to draw people's attention;
b. It can be highly persuasive, as it usually enjoys high credibility;
c. It is a very effective mass medium and as such, it can reach a great number of
people at the same time;
d. It can be of immediate use. Pictures and sounds are recorded simultaneously
and can be played back on the spot if a monitor or a VCR is available;
e. Once the equipment is purchased and well maintained it has minimal running
costs;
f. It can provide immediate feedback and arguments for educational or raising
awareness discussions;
g. When post-production is required, video allows a very effective content
manipulation to reinforce the intended message or theme and make it more
appealing;
h. Modern video technology has made the operation of video technology a simple
task, within everyone's reach; and
i. It is an effective medium for documenting and monitoring community
activities. It can also be used effectively in presentation of the community
viewpoints to policy makers and decision makers.
On the other hand, video has the following disadvantages:

a. It has high initial expenses;
b. Video equipment is quite delicate, must be stored in an appropriate place and
handled with care. It usually requires proper maintenance in order to function
properly over a period of time;
c. As powerful as it is as a medium, it can also be rather self-absorbing, diverting
people's attention from the intended content on to the video itself;
d. When used at community level, it tends to be monopolised by powerful
interests because of its prestige;
e. It loses its mass media connotations in rural areas where TV penetration is low
and quite often even when electricity may be lacking;
f. When used for informational purposes, it requires complex preparation in terms
of content (what should be presented); and format (how it should be presented
and shot). Hence it also requires specific know-how seldom available in
rural communities;
g. When used for informational purposes, video can be a very expensive
instrument, since on top of the time and costs required for the preparations; you
need time and costs for post-production activities (Mefalopulos and
Kamlongera, 2004, Andrien, 1994).
4.0 CONCLUSION
Broadcast media are important media in communication development. They are so
important because they can reach heterogeneous mass audience with the same
development messages at the same time. Although, some people do not categorise
video as a broadcast mass medium, it has similar characteristics with radio and
television and its persuasive influence on the people is even more encouraging.
5.0 SUMMARY
In this unit so far, you have learnt:
 about the universality nature of radio as a tool for spreading information on
development.
 about other characteristics and importance of radio roles in communication
for development.
 About television programmes that are commonly used to facilitate
development.
 That video is a one-way mass communication function and can as well be
used in a more participatory and interpersonal manner.
 that Video in development can be used for documentation, monitoring,
encouraging participation, generating discussion and facilitating the learning
process.
 Slide-sets /filmstrips can be used for mobilizing trainees and they enable
each person to go through the process of behaviour change.
Examine a documentary programme you have listen to on radio concerning
road accidents in your community and comment on the potency of such
programme in addressing the developmental focus of the programme.

1. In what ways does the television programmes contribute development
communication?
2. Discuss the main uses of video for development communication.
3. What advantages does radio have over television and video as a
communication tool for development?

Andrien, M. (1994). Social Communication in Nutrition: A Methodology for
Intervention. Rome: FAO.
Ansah, P. (1991). Broadcasting and National Development. Module on Development
Communication 2. Nairobi: African Council for Communication
Education.pp33-44.
FAO (1998). Knowledge and Information for Food Security in Africa: From
Traditional Media to Internet. Rome: FAO.
Mefalopulos, P & Kamlongera, C. (2004). Participatory
Communication Strategy Design. Rome: FAO. Retrieved
December 23, 2010 from
http://www.fao.org/docrep/008/y5794e/y5794e00.htm
UNIT 4 THE USE OF NEW MEDIA TECHNOLOGIES FOR
DEVELOPMENT COMMUNICATION
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Understanding the New Media Technologies
3.2 Potentials of New Media Technologies for Development
3.3 Criticisms against New Media Technologies
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
New media technology is the application of digital (computer) technology to mass
communication. They are thus synonymous with information and communication
technologies (Wilson III, 1998). They include the use of satellite communication,
global system of mobile communication (GSM), the Internet and its facilities in form
of e-mail and the World Wide Web, as well as computer and the various components
such as compact disc, flash drive. We shall look at the potentials of these facilities for
development and the criticism against them.
2.0 OBJECTIVES
• identify the various components that make up the new media
• enumerate the potentials of new media technologies for development
• describe the criticism against the new media for development in Africa.
3.0 MAIN CONTENT

3.1 Understanding the New Media Technologies
The current changes are the third major transformation in mass media technologies in
modern times (Hoggatt, 1999) after printing publication and broadcasting. This third
mass media transformation involves digital production and distribution of media
messages. The new transformation has brought about transactional and transitional
roles of the communication actors whereby the level of interactivity defines the roles.
3.2 Roles of the New Media in Development

The enormous benefits derived from them have and will continue to bring them to the
fore in nearly every facet of life‟s activities. The experiences of the developed and fast
developing countries demonstrate clearly that information and communication
technologies (ICTs) can be exploited to improve various aspects of human life. Some
of these areas identified by Tiamiyu (2003) are:
a. Poverty alleviation through creation of a more skilled work force and building
capacity through the use of ICTs in literary improvement, in mass information
dissemination, in long distance education, and within formal educational
systems.
b. Stimulation of local economies, small/medium enterprises (SMEs) and
employment opportunities through value added ICTs.
c. Improvement of quality of health care through the use of ICT-based
diagnostic and health status monitoring instruments in hospitals and health
centres.
d. Provision of educational opportunities, particularly long distance education
for people who would otherwise have been excluded by limited opportunities.
e. Improvement in agricultural productivity and commerce by using ICTs to
better predict and report weather conditions, to process agricultural research
data, to disseminate agricultural productivity and marketing information to
rural communities, and to enable direct communication between farming
communities and produce markets or stage centres.
f. Provision of unlimited access to academic resources, online books, journals,
research findings, CDs, e-books and participation in e-
conferencing or video-conferencing, joining Usenet groups etc.
g. Access to significant individuals from across the globe for research
collaboration, thus leading to production of knowledge globally and spread of
knowledge on an interpersonal scale.
h. Creation of more dynamic family relations by breaking the barrier of distance
and time, thus meeting the people‟s social and psychological needs. The use
of social networks like Facebook, My Space, and Twitter etc. has been very
successful in connecting people and improving social relations.
i. Improving public administrations by making easier economic planning
through faster intra- and inter agency communication and coordination.
j. Enhancing participatory governance: (the idea of public sphere) by deploying
ICTs to provide information channels (e.g. websites, radio or TV, phone in
programmes) for governments, legislative houses, opinion leaders, and by
using ICTs to facilitate timely access by citizens to government information,
etc.
k. Enhancing anti-corruption efforts by providing access to information on
government earnings and expenditure, thus making government accountable
for the nation‟s expenses.
3.3 Criticisms against New Media Technologies as Tools in Communication for

Development
a. Capital intensive
b. It expand information and communication imbalance between the capitalist and
the subjects
c. Displacement of the indigenous culture
d. Information overload: having access to too much information than necessary
such that it generates confusion.
e. Loss of information credibility (widespread of fake news and rumours)
4.0 CONCLUSION
New media technology and information portals reached through telecommunication
networks provide a modern way for people to access, on demand, a wide array of
information including establishing direct contact with distant expert sources and
government officials. They will deliver the expected benefits with proper utilisation
and management for development purposes.
5.0 SUMMARY
In this unit so far, you have learnt that:
• Major new media that are used in communication for development
• The new media are great avenues not only to communicate development but
also to persuade and ginger to action the stakeholders and actors in the
development efforts.
• The criticism on the new media as tools for communicating development.
Assess the contributions of new media to effective communication of development in
Nigeria compared to the developed countries.

1. In what ways do the new media contribute to dissemination and sharing of
development information?
2. In what ways can the new media hinder development in Africa and what
solutions will you suggest to resolving them?

Dizard, W. (1997). Old Media, New Media: Mass Communications in the Information
Age. New York: Longman.
FAO (1998). Knowledge and Information for Food Security in Africa: from
Traditional Media to the Internet. Rome: FAO.
Hoggatt, L. (1999). A Design for a Mass Communication Graduate Seminar. A
Project Presented to the Faculty of the School of Journalism and Mass
Communications, San Jose State University. Retrieved January12th, 2008,
from http://ww2.sjsu.edu/depts
Reuters (2004). Survey on Global Sales of Semi-Conductors. Retrieved January 12th,
2008, from http://money.cnn.com/2005/07/04/ technology
Roach, C. (1996). New Perspectives in Global Communications. In Uche L. U. (ed.).
North-South Information Culture: Trends in Global Communications and
Research Paradigms. Ikeja: Longman.
Salawu. A. (2005). ICTs and Development: A Paradigm Somersault. A Paper
Presented at the Annual Conference of the African Council for
Communication Education, held at Benue State University, Makurdi,
Benue State.
Scholte, J.A. (2000). Globalisation: A Critical Introduction. New York: Palgrave.
Tiamiyu, M. (2002). Information and Communication Technologies for Social
Development: Issues, Options and Strategies. In Soola, E. O. (ed.).
Communicating for Development Purposes. Ibadan: Kraft Books Ltd.
Wilson III, E.J. (1998). Globalisation, Information Technology, and Conflict in the
Second and Third Worlds: A Critical Review of the Literature. New York:
Rockefeller Brothers Fund, Inc. www.rbf.org.

Audience Analysis

Uploaded by

Copyright:

Available Formats

Audience Analysis

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Audience Analysis

Uploaded by

Copyright:

Available Formats

COMMUNICATION AND DEVELOPMENT

Course Writers: Dr. Lateef Adekunle Adelakun

Course Editor: Prof. Lai Oso

MODULE 1: UNDERSTANDING COMMUNICATION AND DEVELOPMENT

Unit 1: Concepts of development and communication

Unit 2: Importance of Communication in Development

Unit 3: Paradigms Shift in Communication for Development

Unit 4: The Essence of Research in Communication Development

MODULE 2: AREAS OF CONCERN IN COMMUNICATION FOR

Unit 1: Communication for Educational Development

Unit 2: Communication for Health Development

Unit 3: Communication for Political Development

Unit 4: Communication for Internal Security, Environmental, and Technological

MODULE 3: MEDIA AND DEVELOPMENT COMMUNICATION

Unit1: Interpersonal and Folk Media for Development Communication

Unit2: Print Media for Development Communication

Unit3: Broadcast Media for Development Communication

Unit4: New Media for Development Communication

UNIT 1: THE CONCEPTS OF DEVELOPMENT AND COMMUNICATION

Development involves gradual advancement and a series of changes that lead to

3.3 Some Approaches to Development

The Sustainability Approach: This is also known as the self-sustaining development

Source: hubcymru.org/images/user/Hub%20What %20 is % 20 Developemt.pdf

3.4 Difference between Developed and Developing Countries

Developing Countries: Developing countries have low living standards when

SELF ASSESSMENT EXCERISE

3.5.1 Elements of Communication

3.5.2 Types of Communication

3.5.3 Development Communication

According to UNICEF (2015), communication lies at the centre of sustainable

3.5.4 Some Communication Strategies for Sustainable Development

6.0 TUTOR-MARKED ASSIGNMENT

3.0 MAIN CONTENT

3.2 Importance of Development Communication

a. Provision of Information and Knowledge

c. Making the Development Programmes Understood and Accepted

d. Strengthening the Decision Process

e. Mobilising the People

g. Facilitating Intersectoral Collaboration

6.0 TUTOR-MARKED ASSIGNMENT

3.0 MAIN CONTENTS

1. Economic growth through industrialisation and accompanying urbanisation

Furthermore, appropriate social technology that would support the material

Anaeto and Solo-Anaeto (20010) highlight new paradigms in development as:

Equality in the Distribution of Socio-Economic Benefits: This paradigm insists that

The Use of Appropriate Technology

Popular Participation and Self- Reliance in Development and Planning: Self-

3.3.1 Dominant Communication Paradigm

The argument that if mass media development communication strategy could be

Source: Oyero O. (2012). Development Communication and Broadcasting (MAC341)

3.2 Paradigm Shift in Development Communication (The Alternative Paradigm)

… a wide participatory process of social change in society,

6.0 TUTOR-MARKED ASSIGNMENT

3.0 MAIN CONTENT

3.2 The Roles of Research in Development Communication

It is very important to conduct research before designing a communication

4. It will confirm or refute opinions and assumptions.

5. It will reveal causes of problems within the community.

6. Carrying out research could bring about inventions and discoveries.